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Stack #4406568
Personalized Learning for Inclusive Classrooms
| Term | Definition |
|---|---|
| Individuals with Disabilities Education Act (IDEA) | guarantees all children regardless of their disability have access to a free public education |
| Free and Appropriate Education (FAPE) | student receive education altered to their needs at no cost |
| Appropriate Evaluation | accurate evaluations to identify and address students' specific needs |
| Individualized Education Programs (IEPs) | customized plans outlining goals and support for each student with a disability |
| Least Restrictive Environment (LRE) | students with disabilities are included in general education setting whenever possible |
| Parent and Student Participation | families and students are actively involved in decision-making |
| Procedural Safegaurds | ensures students' and families' rights are protected, guaranteeing fair processes in educational matters |
| General Education Classroom with Support | student stays in the general classroom all day with additional support |
| Partial Inclusion Classroom | student splits time between general education and special education settings, receiving individual instruction as needed |
| Special Education Class | student participates in a specialized class tailored to their needs, offering individualized instruction |
| Specialized Program Outside the School District | student attends a program outside the district when their needs cannot be met in the traditional school setting |
| Universal Design for Learning (UDL) | an educational framework for designing flexible learning environments and curricula that provide all students- including those with various cultural and linguistic backgrounds- equitable access to learning opportunities |
| Accomodations | changes that help students access the same learning materials and complete the same assignments as their peers without altering contnet |
| Modifications | changes to what students are expected to learn or do, adjusting the content or curriculum to better suit their needs |
| 504 Plan | a plan that provides accommodations and supports that remove barriers to learning and ensure equal access to education for students with disabilities |
| Section 504 of the Rehabilitation Act of 1973 | schools must offer equal access to education and make reasonable accommodations for students with disabilities |
| Title III | federal legislation that focuses explicitly on English language acquisition to support academic success for ELs |
| English Learners (ELs) | individuals who are learning English as a second (or third, etc.) language and thus have varying levels of proficiency in English and may need additional support to access the curriculum |
| Limited English Proficiency | students with language barriers that can hinder their academic progress |
| Immigrant Children and Youth | individuals who are aged 3-21, were not born in any state in the US, and have not been attending schools in any state for more than three full academic years |
| Language Instruction Educational Programs (LIEP) | these programs are structured initiatives designed to facilitate learning and acquisition of a particular language, focusing on aspects such as vocabulary, grammar, pronunciation, and cultural text |
| Lesson Planning | identify characteristics of learners that can be used to recommend appropriate instructional resources |
| Learner Analysis | analyze the characteristics of the target learners |
| Intellectual Disability | significant limitations in intellectual functioning and adaptive behavior |
| Hearing Impairment | hearing impairment, even with amplification, that impacts learning |
| Speech or Language Impairment | difficulty with speech sounds, language, or communication |
| Visual Impairment | impairment in vision, including blindness, that affects learning |
| Emotional Disturbance | emotional or behavioral issues or mental disorders that impact learning |
| Orthopedic Impariment | physical disabilities affecting mobility or motor skills |
| Autism Spectrum Disorder | developmental disorder impacting both verbal and nonverbal communication, social interaction, and educational performance |
| Traumatic Brain Injury | acquired brain injury causing cognitive or physical impairments |
| Other Health Impairment | health conditions like ADHD, diabetes, or epilepsy that affect learning |
| Specific Learning Disability | a problem with understanding or using language, whether it is spoken or written |
| Deaf-Blindness | hearing and visual impairments occurring at the same time in the same individual |
| Multiple Disabilities | multiple disabilities occurring at the same time in the same individual |
| Deafness | a hearing impairment that impairs the ability to process information linguistically through hearing, with or without amplification |
| Giftedness | exceptional abilities or potential in the following domains: intellectual, creative, artistic, academic, or leadership areas |
| Neurodivergent | neurodivergent refers to individuals whose brain functions and cognitive processes differ from what is considered typical or "neurotypical" |
| Cultural or Linguistic Diversity | varied cultural or linguistic backgrounds that impact learning |
| Students from Under-Resourced Communities | economic challenges affecting access to resources and education opportunities |
| Dual or Multilingualism | proficiency in more than one language requiring specialized support |
| Exceptional Talents or Intrests | exceptional abilities or passions in specific areas, like art, music, or sports |
| Impairment | when something is wrong with a person's body or mind, like losing a limb, vision, or memory |
| Activity Limitation | difficulty with tasks such as seeing, hearing, walking, or solving problems |
| Participation Restrictions | limitations on everyday activities like working, socializing, enjoying recreational activities, or getting healthcare |
| Language Instruction Educational Programs (LIEPs) | models of instruction for English learners that align with the goals of Title III to promote English proficiency, academic achievement, and cultural competence among ELs |
| Sheltered English Instruction | helps EL students understand academic lessons in English using activities, visuals, and simplified language; teachers focus on teaching subjects like math and science |
| Structured English Immersion | EL students learn all subjects in English, aiming for quick fluency in the language |
| Transitional Bilingualism | uses both the student's primary language and English for instruction, helping them maintain skills in both languages while transitions to English-only classes |
| English as a Second Language | teaches EL students English language skills like speaking, reading, and writing, mainly using English with little support in the student's native language |
| Dual Language Program | students learn in both English and another language, such as Spanish, to become bilingual and proficient in both languages across various subjects |
| Pre-Production | "the silent period" when the learner absorbs the new language but does not yet speak it |
| Early Production | when the individual begins to speak using short words and sentences, but the main focus remains on listening and absorbing the new language |
| Speech Emergent | when speech becomes more frequent, with longer words and sentences; however, the learner still heavily relies on context clues and familiar topics |
| Beginning Fluency | when the individual achieves fairly fluent speech in social situations with minimal errors |
| Intermediate Fluency | when communication in the second language becomes fluent, especially in social settings |
| Advanced Fluency | stage in which the individual communicates fluently across all contexts, navigating successfully in new situations and when exposed to new academic information |
| Culturally Responsive Teaching | a proven teaching method that connects students' cultures, languages, and life experiences with what they learn in school |
| Giftedness | a blend of potential and opportunity; a unique blend of cognitive and affective traits; students with giftedness process information quickly, think abstractly, and show intense curiosity; their advanced language skills and original thinking set them apart |
| Academic Accommodation Plans | ensure instructional materials can adapt to a learner's needs, demands, and behaviors |
| Differentiate Instruction | select instructional strategies that impact ongoing student learning |
| Education Theories | connect student support models and educational program models |
| Opportunity Gap | disparities in access to resources and opportunities that affect certain groups of students, often based on factors such as race, ethnicity, socioeconomic status, English proficiency, or family background |
| Multi-Tiered Systems of Support (MTSS) | a comprehensive, evidence-based framework used in education to provide targeted interventions and support to students based on their individual needs |
| Tier 1 Interventions | provided universally to meet the needs of all students within general education classrooms |
| Response to Intervention (RTI) | a method used to identify and support students with learning and behavior needs through regular monitoring and targeted interventions |
| Tier 2 Interventions | targeted interventions provided to students who demonstrate mild to moderate academic or behavioral challenges that universal supports alone do not adequately address |
| Tier 3 Interventions | highly individualized interventions provided to students who have yet to respond adequately ton Tier 1 and Tier 2 supports |
| Multiple Means of Representation | emphasizing the importance of presenting information in various ways to cater to different learning preferences |
| Multiple Means of Engagement | fostering motivation and interest in learning by providing options for how students engage with content and activities |
| Multiple Means of Action and Expression | allowing students to demonstrate their understanding and express themselves in diverse ways |
| Differentiated Instruction (DI) | approach to teaching that acknowledges and accommodates the various needs of students by offering multiple pathways for accessing content, demonstrating understanding, and engaging in learning activities |
| Content Differentiation | modifying what students learn |
| Process Differentitiation | adjusts how students learn |
| Product Differentiation | how students demonstrate their learning |
| Learning Environment Differentiation | physical and emotional context of learning |
| Direct Instruction | teacher-centered approach; involves clear modeling, guided, and independent practice in a scripted format |
| Systematic Instruction | methodical approach to teaching; breaks down complex skills into manageable steps, teaching in logical sequence with gradual complexity |
| Explicit Instruction | highly structured teaching approach; states objectives and provides direct explanations, demonstrations, and practice opportunities |
| Behavior Expectations | establishing clear and concise behavior expectations for different settings within the classroom |
| Behavior Matrix | outlines specific behaviors expected in various classroom settings and situations, along with corresponding positive reinforcement strategies for demonstrating those behaviors |
| Reward Systems | a system that acknowledges and reinforces positive behaviors |
| Check-In/Check-Out | a system in which students receive daily feedback on their behavior from a designated staff member |
| Social Skills Instruction | teaches students essential skills such as communication, problem-solving, and conflict resolution |
Created by:
hshult2