Ed 216 Ch 5

Question 1

transactional theory of development

Answer 1

The theory that development is the result f both biology and experience and how the influence each other.

Question 2

nature

Answer 2

the hereditary or genetic contributions to human development

Question 3

temperament

Answer 3

the pattern of arousal and emotional that is characteristic of an individual.

Question 4

approaches to learning

Answer 4

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.

Question 5

person-first language

Answer 5

languages that recognize that a child is a child first, whether or not he or she has a disability.

Question 6

autism spectrum

Answer 6

Complex developmental disabilities that impact the normal development of the brain processes related to social interactions and communicational skills.

Question 7

Response to Intervention

Answer 7

3 tiered framework intended to prevent learning delays in primary grades from becoming learning disabilities

Question 8

Children with special needs

Answer 8

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.

Question 9

Division for Early Childhood

Answer 9

Subdivision of the Council for Exceptional Children that is the national professional organization for early childhood special educators and early intervention specialists.

Question 10

Functional Skills

Answer 10

Skills that are useful to children in their everyday lives.

Question 11

Developmental Domain

Answer 11

An area of development such as fine and gross motor skills, cognitive abilities, self-help, capabilities, and social and communication skills.

Question 12

differentiated instruction

Answer 12

the creation of multiple paths so that children of different abilities, interests, and learning needs experience equally appropriate ways to achieve important learning goals

Question 13

response to intervention

Answer 13

a three-tiered framework intended to prevent learning delays in primary grades from becoming learning disabilities

Question 14

children with disabilities

Answer 14

children who have been identified as having specific category of disability, such as autism and cerebral palsy

Question 15

individualized education program (IEP)

Answer 15

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

Question 16

individualized family service plan

Answer 16

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

Question 17

free appropriate public education

Answer 17

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

Question 18

eligibility guidelines

Answer 18

guidelines established on a state-by-state basis according to IDEA that determine whether children may receive special education services

Question 19

universal design

Answer 19

the creation of products and environments that are accessible to all people– individuals with and without disabilities

Question 20

specialized instruction

Answer 20

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

Question 21

generative skills

Answer 21

skills that can be used across settings, people, events, and objects

Question 22

nurture

Answer 22

environmental factors and experiences that influence human development and behavior

Question 23

risk factors

Answer 23

inherited or experimental conditions that potentially contribute to poor developmental outcomes for children, such as peer rejection, academic failure, juvenile delinquency, and school expulsion

Question 24

resilience

Answer 24

a child’s ability to overcome, adapt to, or minimize the damaging effects of adversity

Question 25

protective factors

Answer 25

mechanisms, both inherited and experiential, that may minimize the potentially negative effects for children living in identified high-risk situation

Question 26

theory of multiple intelligence

Answer 26

theory developed by Howard Gardner that identifies eight different intelligences as opposed to a single score on an intelligence test; this theory is useful for thinking about variation among children and teaching to their strengths

Question 27

exceptional children

Answer 27

an encompassing term used to communicate inclusion of gifted and talented children as well as children whose development is below the expected range

Question 28

Council for Exceptional Children (CEC)

Answer 28

the national professional association for special educators.

Question 29

natural learning environments

Answer 29

settings that are natural or normal for the child’s same-age peers without disabilities such as child care centers, parks, a neighbors house, or the zoo, as opposed to hospitals, clinics, and therapy clinics

Question 30

specialized instruction

Answer 30

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

Question 31

prompts

Answer 31

gestural, model, physical, pictorial, or verbal clues that elicit responses from children to assist them in using a specific skill

Question 32

naturally occurring reinforcers

Answer 32

consequences that are likely to occur whenever the child performs the skill and are, therefore, highly effective