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Fundamentals of Diversity, Inclusion, and Exceptional Learners > Group 11 > Flashcards

Group 11 Flashcards

1
Q

Multicultural education

A

An educational strategy that focuses on an umbrella concept that includes race, language, social class, disability, gender and culture

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2
Q

Multiculturalism

A

The acknowledgment of commonalities among more than one culture and an appreciation of the differences that exist and

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3
Q

bilingual education

A

system in which students are taught in their native languages as well as in English

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4
Q

Culture

A

the accepted behaviors, customs, and values of a society.

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5
Q

linguistic diversity

A

Recognizes the importance of each individuals native language

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6
Q

Transitional programs

A

Taught in native language only until they have sufficient English, goal is to move all students to English-only as quick as possible.

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7
Q

maintenance program

A

Strong emphasis on native language, goal is to maintain proficiency in first language while being taught in English

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8
Q

Sheltered English

A

Instruction in English but may occasionally use native language to assist in understanding

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9
Q

Immersion progran

A

Language and culture are not incorporated, sink or swim philosophy

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10
Q

Differentiated Instruction

A

Using varied methods of instruction to accommodate and engage a variety of learners

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11
Q

Ethnocentrism

A

the practice of judging another culture by the standards of one’s own culture

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12
Q

Stages of parental reaction to disability

A

Primary Phase|Secondary Phase|Tertiary Phase

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13
Q

Primary phase

A

Shock|Denial|Grief |Depression

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14
Q

Secondary Phase

A

Ambivalence |Guilt |Anger|Shame|Embarrassment

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15
Q

Tertiary Phase

A

Bargaining |Adaptation |Reorganization |Acceptance |Adjustment

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16
Q

intellectual disability

A

A disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. Originates before 18.

17
Q

adaptive behavior

A

conceptual/social/practical skills that people have learned in order to function in everyday life

18
Q

Conceptual skills

A

Language and literacy; money, time, and number concepts, and self-direction

19
Q

Social skills

A

Interpersonal skills, social responsibility, self-esteem, gullibility, social problem solving, ability to follow rules and avoid being victimized

20
Q

Practical skills

A

Daily living activities

21
Q

Intermittent Support

A

Provided as needed; often during life transitions

22
Q

limited support

A

time-limited support

23
Q

extensive support

A

regular involvement in at least some environments

24
Q

pervasive support

A

daily involvement; long-term

25
Q

The likelihood of having a baby with Down syndrome increases with __

A

Age

26
Q

Characteristics of a person with an intellectual ability

A

Attention deficit |Memory deficit |Academic performance |Low motivation |Generalization|Language development

27
Q

intellectual disability assessments

A

The Wechsler Intelligence Scale for Children |The Diagnostic Adaptive Behavior Scale |The Kaufman Assessment Battery for Children

28
Q

Approaches for teaching functional academics

A

Functional generalized skills usable across life routines |Embedded academic skills usable in specific life routines |Adaptations to bypass academic skills

29
Q

Functional generalized skills usable across life routines

A

Students learn pivotal skills to use at home, school, and community activities (useful aids and number recognition, counting, money counting )

30
Q

Embedded academic skills usable in specific life routines

A

Students will acquire academic response as part of a daily life routine (use money to buy lunch, use word schedule to organize day)

31
Q

Adaptations to bypass academic skills

A

Students will learn to use adaptations that avoid the need for an academic skills (money envelopes, bus passes)

Fundamentals of Diversity, Inclusion, and Exceptional Learners (16 decks)

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