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FRHD*2110 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Speech vs. Language

A

Speech is how we produce words and sounds, language refers to how we use these words to communicate our wants and needs

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2
Q

Communication disability

A

When speech of language is the primary disability

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3
Q

What variety of characteristics can communication disabilities be related to?

A

Receptive language, expressive language, articulation, fluency, voice

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4
Q

What can hearing loss and vision loss affect?

A

Language learning, intellectual competencies, social competencies, family life, and motor development

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5
Q

Mobility/orthopedic disabilities

A

Involves the skeleton, joints, and muscles

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6
Q

When is speech disordered?

A

When it deviates from the speech of others so much that it interferes with communication

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7
Q

When is language disordered?

A

When a student has impairment in expressive or receptive language

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8
Q

Are communication disorders more common in boys or girls?

A

Boys (2:1)

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9
Q

Aphasia

A

Cannot understand the meaning of a message or cannot produce meaningful sentences

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10
Q

Apraxia

A

Cannot make muscle movements and cannot produce meaningful speech

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11
Q

Deaf culture

A

Uses ASL as their primary means of communication

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12
Q

Preteaching

A

Teaching students with exceptionalities content before introducing the material to the class

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13
Q

Colonialism

A

Practice of control by one group of people over another group of people with the aim of economic dominance

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14
Q

Settler-colonialism

A

When foreign populations immigrate to a place to form permanent settlements through the displacement, and often genocide, of Indigenous peoples

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15
Q

What are the impacts of colonialism on inclusive education?

A

Cultural divides, infrastructure issues, and high rates of disability

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16
Q

What is the goal of the Truth and Reconciliation Commission?

A

To inform all Canadians about what happened in residential schools

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17
Q

What does culturally responsive teaching involve?

A

Using materials that respect the culture of each student

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18
Q

What are some strategies for selecting anti-bias children’s books?

A

Check the illustrations, check the storyline and relationships between people, watch for loaded words, consider the author’s background and perspective

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19
Q

Diversity

A

Variation in culture, ability, and values

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20
Q

What are the three groups of Indigenous peoples?

A

First Nations, Métis, Inuit

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21
Q

First Nations

A

Both those who are registered or Treaty Indians under the Indian Act and those who are not registered

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22
Q

Métis

A

People of mixed First Nations and European ancestry who identify themselves as Métis people

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23
Q

Inuit

A

The Indigenous peoples of the Arctic

24
Q

Culturally relevant pedagogy

A

Teaching approaches designed to respect the culture, life experience, and learning needs of culturally diverse students

25
Q

Community

A

A group of people that interact and support each other, and are bounded by shared experiences and often by their physical proximity

26
Q

What are some strategies for creating community?

A

Common vision, partnerships, time, clear communication

27
Q

How can we support classroom interactions?

A

Model effective and respectful communication, create a safe environment, teach students to engage in respectful discussions

28
Q

Restorative justice

A

Bringing together the victim, offender, and members of the community to discuss the effects of the crime

29
Q

What are the 4 key principles of restorative justice?

A

Relationality, contextualism, dialogism, future orientation

30
Q

Mental health

A

A state of mental well-being that enables people to cope with the stresses of life and realize their abilities

31
Q

Mental health disabilities

A

Characterized by behavioural or emotional responses that may adversely affect capacity to socially engage with others, adapt to range of life competencies, and experience wellness

32
Q

Anxiety

A

Lasting concern and fearfulness in situations which may be expressed as difficulty with separation, overdependency, and withdrawal or avoidance

33
Q

Depression

A

Longer lasting and more profound sadness that interferes with daily life

34
Q

Childhood schizophrenia

A

Difficulty managing emotions, relating to others, making decisions, lost sense of reality

35
Q

What three core elements does a good learning environment have?

A

Good social relationships, appropriate norms for social interaction, skillful facilitation

36
Q

What are the two most important characteristics of enforcing classroom rules?

A

Teaching the rules to students and tying rules to positive and negative consequences

37
Q

Monitoring

A

Being responsive to student action and learning

38
Q

What does the three-block model of UDL include?

A

Creating community, inclusive instructional practice, systems and structures for inclusion

39
Q

UDL vs. DI

A

UDL is more focused on student-centered learning with options that are accessible for every learner, DI is a responsive practice where adjustments are made based on the individual needs of the students

40
Q

What 5 steps does the ADAPT strategy have?

A

Account of students’ strengths and needs, demands of the classroom, adaptations, perspectives and consequences, and teach and assess the match

41
Q

Social development

A

Process over time where children learn to interact with those around them

42
Q

Social competence

A

Social behaviours that enhance one’s interpersonal relationships

43
Q

Social acceptance

A

Response and evaluation by peers of students’ social behaviours

44
Q

What is an example of a peer-mediated approach?

A

Stay, Play, and Talk

45
Q

Stay-Play, and Talk

A

A peer-mediated approach designed to enhance social communication skills in inclusive early childhood settings that was found to produce lasting improvements in children’s social interactions

46
Q

What 3 components are children taught in Stay, Play, and Talk?

A

Stay near your partner, engage with your partner, talk with and respond to your partner

47
Q

What are some examples of school-wide approaches?

A

Code of conduct, schoolwide behaviour management systems, and preventing bullying

48
Q

Peer relations

A

Social status or popularity with a group of peers

49
Q

Code of conduct

A

Brief guidelines that identify school rules and acceptable student behaviours and describe consequences

50
Q

Why might transitions occur?

A

Age, learning strengths and needs, relocation, newly identified diagnosis

51
Q

What types of transitions are there?

A

Transitions into school, transitions during the school day, transitions between schools, transitions out of school to further education or to the workplace

52
Q

Transition plans

A

Plans developed to ensure a positive transition for the child and family

53
Q

What are some issues with transitions?

A

Limited access to inclusive programs, significant amount of work for diagnosis and funding, expectation that children and families be compliant with institutional process

54
Q

Self-advocacy

A

Refers to the ability to speak up for what we need and want

55
Q

United Nations Convention on the Rights of the Child

A

Human rights treaty that provides full list of rights for all children up to age of 18

56
Q

Parent advocacy

A

The experience of parents speaking on behalf of their exceptional children and often on behalf of others as well

57
Q

Activity transitions

A

Transitions between activities in the classroom, between lessons, or between distinct parts of lessons

FRHD*2110 (7 decks)

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