Test 3 Flashcards
The different cultures encountered in classrooms and how these cultural differences influence learning.
Cultural Diversity
The knowledge, attitudes, values, customs, and behavior patterns that characterize a social group.
Culture
A person’s ancestry; the way individuals identify themselves with the nation they or their ancestors came from.
Ethnicity
A process of socializing people so that they adopt dominant social norms and patterns of behavior.
Assimilation
A general term that describes a variety of strategies schools use to accommodate cultural differences in teaching and learning.
Multicultural Education
Instruction that acknowledges and accommodates cultural diversity.
Culturally Responsive Teaching
Students whose first language is not English and who need help in learning to speak, read, and write in English.
English Language Learners
Language programs that place the greatest emphasis on using and sustaining the first language.
Bilingual Maintenance Language Programs
Language programs that emphasize a rapid transition to English.
Immersion Programs
Language programs that emphasize rapid transition to English through structured help with English.
English as a Second Language Programs
Language programs that maintain the first language until students acquire sufficient English to succeed in English-only classrooms.
Transition Program
Discrimination based on gender that limits the growth possibilities of either boys or girls.
Gender Bias
Differences in expectations and beliefs about appropriate roles and behaviors of the two sexes.
Gender-role Identity
A rigid, simplistic caricature of a particular group of people.
Stereotype
Classes and schools where boys and girls are segregated for part or all of the day.
Single-sex Classes and Schools
The physical, intellectual, moral, emotional, and social changes that occur in students as a result of their maturation and experience.
Development
Changes in students’ thinking as they mature and acquire experiences.
Cognitive Development
A theory that describes how students’ thinking about the world changes over time and how experiences contribute to development.
Piaget’s Cognitive Developmental Theory
Students’ conceptions of right and wrong that change with experience and maturity.
Moral Development
A stage of moral reasoning in which children view rules as fixed, permanent, and enforced by authority figures.
External Morality
A stage of moral reasoning in which children develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated.
Autonomous Morality
Changes in our personalities and our ability to manage out feelings.
Personal Development
Changes over time in the ways we relate to others.
Social Development
General patterns of interacting with and disciplining children.
Parenting Style
The capacity to acquire and use knowledge, solve problems, and reason in the abstract.
Intelligence
Theory that suggests that overall intelligence is composed if eight relatively independent dimensions.
Multiple Intelligences
The practice of placing students of similar abilities into groups and matching instruction to the needs of each group.
Ability Grouping
Dividing all students in a given grade level into groups, such as high, medium, and low.
Between-class Ability Grouping
Dividing students within one classroom into ability groups.
Within-class Ability Grouping
Placing students in a series of classes or curricula on the basis of ability and career goals.
Tracking
A preferred way of learning g and studying.
Learning Style
Students’ awareness of the ways they learn most effectively and their ability to control these factors.
Metacognition
Learners who need special help to reach their full potential.
Students with Execptionalities
Functional limitations or an inability to perform a certain act, such as hear or walk.
Disabilities
Abilities at the upper end of the continuum that require support beyond regular classroom instruction to reach full potential.
Giftedness
Instruction designed to meet the unique needs of students with exceptionalities.
Special Education
The practice of moving students with exceptionalities from segregated settings into regular education classrooms, often for selected activities only.
Mainstreaming
A comprehensive approach to educating students with exceptionalities that incorporates a total, systematic, and coordinated web of services.
Inclusion
An individually prescribed instructional plan collaboratively devised by special education and general education teachers, resource professionals, parents, and sometimes the student.
Individual Education Program
A comprehensive service plan, similar to an IEP, that targets the families of young children who are developmentally delayed.
Individualized Family Service Plan
Students at the upper end of the ability continuum who need special services to reach their full potential.
Gifted and Talented
A gifted and talented program that keeps the curriculum the same but allows students to move through it more quickly.
Acceleration
A gifted and talented program that provides richer and varied content through strategies that supplement usual grade-level work.
Enrichment
A method of identifying students with exceptionalities that focuses on differences between classroom performance and tests, achievement and intelligence tests, or subjects within tests.
Discrepancy Model of Identification
A method of identifying a learning disability that focuses on the specific classroom instructional adaptions and their success.
Response to Intervention Model of Identification
Communication and decision making among educational professionals to create an optimal learning environment for students with exceptionalities.
Collaboration
A set of adaptive tools that supports students with disabilities in learning activities and daily life tasks.
Assistive Technology
