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SPED 305
chapters 3/4
| Question | Answer |
|---|---|
| Culture | attitudes, values, and belief systems, norms, and traditions shared by a partner that forms heritage |
| multiculturalism | referring to more than one culture acknowledges basic commonalities while appreciating differences |
| multicultural education | ambiguous concept that deals with issues of race, language, social class as well as gender and disability |
| bilingual education | an educational approach whereby students whose first language is not English are instructed primarily in their native tongue |
| how is cultural and linguist diversity affecting American classrooms | -a growing number of minority groups are making up school population. -staff diversity has not grown. -a over-representation of minority students in special education |
| transitional programs | instructed in their home language then transition to all English classroom |
| maintenance program | maintain proficiency in home language while receiving instruction in English |
| enrichment program | a program used for monolingual children who are introduced to a new program |
| immersion program | "sink or swim" all English classroom |
| ESL program | "English as a second language" children receive English instruction outside of the classroom |
| sheltered English | all instruction in English and no attempt to keep native language |
| What are two issues behind diversity and sped | -greater number of minority groups in sped -bias test results given to minority students |
| Studies show that it is not a child's ethnicity that determines a need for sped but rather.. | the socioeconomic statutes |
| What are some challenges with assessments | -standardize test are mostly English only -inappropriate test taking standards |
| What are two improvements made to assessment biases | - limiting content biases -challenging the test environment - K-ABC a test that limits the need for verbal abilities |
| antagonistic relationship | a partnership where parents were seen as the cause and professionals are the solution |
| working relationship | a parent is has a key role in the decision making of the planning and programs choices. |
| parent empowerment | a collaboration of both the parent and professionals all sharing and collaborating to insure the best solutions for the child |
| family characteristics | size, cultural background, socioeconomic statues |
| family interactions (two factors) | -cohesion, the degree of independence of each family member - adaptability, the degree in which a family can adapt to crisis |
| family function | the collective need of the family |
| family life cycle | how well families handle transitions |
| primary emotional responses | shock-anger-grief/depression |
| secondary emotional responces | guilt-anger-shame |
| tertiary emotional responses | bargaining-adaptation-acceptance |
| what are three affects a child with disabilities has on a family | -mother can feel overwhelmed with the new transitions -father tends to look at further consequences -can bring a lot of stress and marital tension |
| what are some negative reaction a sibling can have from a sibling being disabled | depression or resentment can develop also a certain amount of jealousy |
| what is a postive reaction a sibling can have from a sibling being disabled | creates a better tolerance toward others |
| What are some differences that might occur with a family of linguistically and culturally different backgrounds | they might not define certain disabilities as a disability also might not use the same method of treatments |
| what are three practices a professional should perform when working in family partnership | -actively listen to parents -explain terminology being used -always keep parents informed |
Created by:
jablazak
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