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Exceptional Learners
Chapter 13
| Term | Definition |
|---|---|
| Traumatic Brain Injury (TBI) | An acquired brain injury caused by an external physical force that results in disability or impairment and negatively affects educational performance; it does not include congenital or degenerative conditions. |
| Open Head Injury | An injury in which something penetrates the skull and directly damages the brain. |
| Closed Head Injury | An injury where there is no open wound, but brain damage occurs from internal movement or force |
| Motor-Speech Disorder | Difficulty producing speech due to problems with muscle control, even when the person knows what they want to say. |
| Chronic Traumatic Encephalopathy (CTE) | A degenerative brain disease caused by repeated trauma to the brain, leading to cognitive, behavioral, and emotional problems. |
| Behavior Modification | The use of strategies such as praise, rewards, and consistency to change or improve behavior. |
| Behavior Management | The use of structured environments, expectations, and strategies to promote appropriate behavior |
| Developmentally Appropriate Practice (DAP | The use of teaching methods that match a child’s developmental level and individual needs |
| CHARGE Syndrome | A genetic condition present at birth that includes multiple physical and sensory challenges, often affecting vision, hearing, and development. |
| Coloboma | A condition where part of the eye is missing or abnormally formed, leading to vision problems. |
| Usher Syndrome | A genetic condition characterized by hearing loss and progressive vision loss. |
| Retinitis Pigmentosa | A condition that causes gradual vision loss due to damage to the retina, often leading to night blindness and tunnel vision. |
| Tunnel Vision | A narrowing of the visual field where only central vision is clear, and peripheral vision is lost. |
| Rubella (German Measles) | A viral infection during pregnancy that can cause serious disabilities in a developing child, including deaf-blindness. |
| Congenital Cytomegalovirus (CMV) | A viral infection present at birth that can lead to hearing loss, vision problems, and developmental disabilities. |
| Night Blindness | Difficulty seeing in low light or darkness, often an early symptom of vision disorders like retinitis pigmentosa. |
| Protactile ASL (PTASL) | A communication method for individuals who are deaf-blind that uses touch as the primary way to communicate |
| Braille | A system of reading and writing that uses raised dots felt with the fingers. |
| Adapted Signs | Modified forms of sign language that rely on touch rather than vision, often used by individuals who are deaf-blind |
| Orientation and Mobility (O&M) | Training that helps individuals with visual impairments move safely and independently in their environment. |
| Augmentative and Alternative Communication (AAC) | A system of communication using devices, symbols, or other methods to help individuals express their wants, needs, and ideas when speech is not effective. |
| Functional Behavioral Assessment (FBA) | A process used to identify the cause or purpose of a behavior by examining the conditions in which it occurs |
| Positive Behavioral Support (PBIS/PBS) | An approach that focuses on teaching and reinforcing positive behaviors while creating supportive environments. |
| Self-Stimulation | Repetitive behaviors that provide sensory input and may not have an obvious purpose, such as rocking or hand-flapping. |
| Self-Injurious Behavior (SIB) | Repeated behaviors in which an individual causes physical harm to themselves, such as biting, scratching, or head-banging |
| Tantrums | Episodes of behavior that may include crying, screaming, aggression, or destruction, often triggered by frustration or demands. |
| Aggression Toward Others | Behaviors that involve harming or threatening other people. |
| Lack of Daily Living Skills | Difficulty performing basic everyday tasks such as dressing, eating, grooming, or using transportation. |
| Developmentally Appropriate Practice (DAP | The use of teaching methods that match a child’s developmental level and individual needs. |
| Sheltered Workshop | A work setting where individuals with disabilities are employed separately from those without disabilities, often with additional support. |
| Competitive Employment | Working in a job alongside individuals without disabilities, earning typical wages and participating in the general workforce |
| Self-Determination | The ability of individuals to make their own choices and have control over their lives. |
| Person-Centered Plans | Planning that focuses on the individual’s preferences, strengths, and needs to guide decisions and goals. |
| Natural Supports | Support provided by people and resources already present in everyday environments, such as coworkers, family, or community members. |
| Job Coach | A person who provides training and support to help an individual with disabilities learn and maintain a job. |
| Living Skills | Skills needed for everyday life, such as cooking, cleaning, personal care, and managing daily routines. |
Created by:
jkgrabans