Ed 216 Ch 5 Flashcards
Adapting for Individual Differences
transactional theory of development
The theory that development is the result f both biology and experience and how the influence each other.
nature
the hereditary or genetic contributions to human development
temperament
the pattern of arousal and emotional that is characteristic of an individual.
approaches to learning
behaviors, tendencies, or typical patterns that children use in learning situations that include both how they feel about learning- their level of enthusiasm, interest, and motivation- and how they engage with learning.
person-first language
languages that recognize that a child is a child first, whether or not he or she has a disability.
autism spectrum
Complex developmental disabilities that impact the normal development of the brain processes related to social interactions and communicational skills.
Response to Intervention
3 tiered framework intended to prevent learning delays in primary grades from becoming learning disabilities
Children with special needs
Used to describe children who may have multiple risk factors, specialized health care needs, mental or emotional health concerns, severe allergies, or physical and/or cognitive disabilities.
Division for Early Childhood
Subdivision of the Council for Exceptional Children that is the national professional organization for early childhood special educators and early intervention specialists.
Functional Skills
Skills that are useful to children in their everyday lives.
Developmental Domain
An area of development such as fine and gross motor skills, cognitive abilities, self-help, capabilities, and social and communication skills.
differentiated instruction
the creation of multiple paths so that children of different abilities, interests, and learning needs experience equally appropriate ways to achieve important learning goals
response to intervention
a three-tiered framework intended to prevent learning delays in primary grades from becoming learning disabilities
children with disabilities
children who have been identified as having specific category of disability, such as autism and cerebral palsy
individualized education program (IEP)
a written plan designed to meet the unique needs of a child with a disability or special need; it is developed, reviewed, and revised by the IEP team during meetings for each child who is eligible for special education services
individualized family service plan
documents and guides the early intervention process for children with disabilities from birth to age 3 and their families; contains information about the services necessary to facilitate a child’s development and enhance the family’s capacity to facilitate the child’s development
free appropriate public education
education for children with disabilities that is required by IDEA, so that children with disabilities are not denied the same opportunities offered to everyone else
eligibility guidelines
guidelines established on a state-by-state basis according to IDEA that determine whether children may receive special education services
universal design
the creation of products and environments that are accessible to all people– individuals with and without disabilities
specialized instruction
involves teachers matching an individual child’s goals and objectives with appropriate teaching methods and materials, deciding what amount of assistance each child with special needs requires, providing the assistance, and then determining whether the instruction was effective
generative skills
skills that can be used across settings, people, events, and objects
nurture
environmental factors and experiences that influence human development and behavior
risk factors
inherited or experimental conditions that potentially contribute to poor developmental outcomes for children, such as peer rejection, academic failure, juvenile delinquency, and school expulsion
resilience
a child’s ability to overcome, adapt to, or minimize the damaging effects of adversity
