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Schools&SocietyWGU
Vocab. Ch.3
| Question | Answer |
|---|---|
| Culture | The knowledge, attitudes, values, customs, and behavior patterns that characterize a social group. |
| Cultural diversity | The different cultures that you'll encounter in classrooms and how these cultural differences influence learning. |
| Ethnicity | A person's ancestory; the way individuals identify themselves with the nation from which they or their ancestors came. |
| Assimilation | A process of socializing people so that they adopt dominant social norms and patterns of behavior. |
| Multicultural education | A general term that describes a variety of strategies schools use to accommodate cultural differences in teaching and learning. |
| Culturally responsive teaching | Instruction that acknowledges and accommodates cultural diversity. |
| English language learners (ELLs) | Students whose first language is not English and who need help in learning to speak, read, and write in English. |
| Maintenance Language programs | Language programs that place the greatest emphasis on using and sustaining the first language. |
| Immersion program | Language program that emphasizes rapid transition to English. |
| English as a second Language (ESL) program | Language program that teaches English along with content. |
| Transition programs | Language programs that maintain the first language until students acquire sufficient English. |
| Gender-role identity | Differences in expectations and beliefs about appropriate roles and behaviors of the two sexes. |
| Stereotype | A rigid, simplistic caricature of a particular group of people. |
| Single-gender classes and schools | Classes and schools where boys and girls are segregated for part or all of the day. |
| Intelligence | The capacity to acquire knowledge, the ability to think and reason in the abstract, and the ability to solve problems. |
| Multiple intelligences | A theory that suggests that overall intelligence is composed of eight relatively independent dimensions. |
| Ability grouping | The practice of placing students of similar aptitude and achievement histories together in an attempt to match instruction to the needs of diffferent groups. |
| Between-class ability grouping | Grouping that divides all students in a given grade into high, medium, and low groups. |
| Within-class ability grouping | Grouping that divides students within one classroom inot ability groups. |
| Tracking | The practice of ability grouping that places students in a series of different classes or curricula on the basis of ability and career goals. |
| Learning styles | Students' personal approaches to learning problem solving, and processing information. |
| Metacognition | Students' awareness of the ways they learn most efectively and their ability to control these factors. |
| Students with exceptionalities | Learners who need special help and resources to reach their full potential. |
| Disabilities | Functional limitations or an inability to perfom a certain act, such as hear or walk. |
| Giftedness | Abilities at the upper end of the continuum that require support beyond regular classroom instruction to reach full potential. |
| Special education | Instruction designed to meet the unique needs of students with exceptionalities. |
| Mainstreaming | The practice of moving students with exceptionalities from segregated settings into regular education classrooms. |
| Least Restrictive Environment (LRE) | The placement of students in as normal an educational setting as possible while still meeting their special academic, social, and physical needs. |
| Inclusion | A comprehensive approach to education students with exceptionalities that advocates a total, systematic, and coordinated web of services. |
| Individualized Education Program (IEP) | An individually prescribed instructional plan devised by special education and general education teachers, resource professionals, and parents (and sometimes the student). |
| Learning disabilities | Exceptionalities that involve difficulties in acpuiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities. |
| Communication disorders | Exceptionalities that interfere with students' abilities to receive and understand information from others and to express their own ideas or questions. |
| Speech disorders (or expressive disorders) | Problems in forming and sequencing sounds. |
| Language disorders(or receptive disorders) | Problems with understanding language or using language to express ideas. |
| Mental retardation | An exceptionality that includes limitations in intellectual functioning, as indicated by difficulties in learning, and problems with adaptive skills, such as communication, self-care, and social ability. |
| Behavior disorders | Exceptionalities involving the display of serious and persistent age-inappropriate behaviors that result in social conflict, personal unhappiness, and school failure. |
| Gifted and Talented | A designation given to students at the upper end of the ability continuum who need special services to reach their full potential. |
| Acceleration | A program for gifted and talented students that keeps the regular curriculum but allows students to move through it more quickly. |
| Enrichment | A program for gifted and talented students that provides richer and varied content through strategies that supplement usual grade-level work. |
| Collaboration | Joint communication and decision making among educational professionals to create an optimal learning environment for students with exceptionalities. |
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