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EDUC 5
Prelim
| Question | Answer |
|---|---|
| The relation that holds between the entities only when they are identical | Diversity |
| Property of being numerically distinct | Diversity |
| Variety of assortment, point of difference | Diversity |
| State of being different or varried | Diversity |
| Latin word of diversity | Divertire |
| Means to turn away, separate, oppose | Divertire |
| She coined the Loden's Diversity Wheel | Marilyn Loden |
| Pointed to the significance of our social characters and the ways in which people develop their identity | Loden's Diversity Wheel |
| 2 Dimensions of Diversity | 1. Primar Core Diversity 2. Secondary Diversity |
| It is the inner circle | Primary Core Dimension |
| Stronger ones | Primary Core Dimension |
| These are the characteristics we were born with or established by significant experiences we had | Primary Core Dimension |
| Are the least likely to change | Primary Core Dimension |
| Outer circle | Secondary Dimension |
| They can change or be discarded as out lofe experiences impact us | Secondary dimensions |
| Influence by people we encounter | Secondary dimensions |
| 4 Principles for Managing our own behavior | 1. Respect 2. Inclusion 3. Cooperation 4. Responsibility |
| Treating others the way they wish to be treated | Respect |
| Making certain everyone on the team is truly part of the team's decision making process | Inclusion |
| Actively helping others succed rather than competing | Cooperation |
| Managing personal behavior to maintain in a diversity, positive environment and questioning inappropriate behavior when it occurs | Responsibility |
| Refers to the possession of the qualities required to do something | Ability |
| Umbrella term for impairments, activity limitations and participation restrictions | Disability |
| The cat that defines a person with a disability as a person who has physical or mental impairment that substantially limits one or more major life activity | American Disabilities Act (ADA) |
| It is a practice of educating students with special needs in a way that addresses their individual differences | Special Education |
| This process involves the individually planned and systematically monitored arrangement of teaching procedures | Special Education |
| An abnormality in the way organs or system function | impairment |
| The functional consequence of an impairment | Disability |
| The social or environmental consequence of a disability | handicap |
| Who are the 3 people that had a great influence on students with special need | 1. Jean,-Marc Itard 2. Maria Montessori 3. Jean Piaget |
| Tried to teach a 12 years old boy who believed to have lived the first 12 years of his life in woods with wolves | Jean-Marc Itard |
| Who used the discovery approach to learning and encouraged other educators to watch how students interacted with peers before developing different learning experiences for the students | Maria Montessori |
| Who stress the importance of building off each child's interest | Maria Montessori |
| Who promoted the use of integrating the students senses and incorporating manipulatives in learning | Maria Montessori |
| Who developed different stages of cognitive development | Jean Piaget |
| Who stressed the importance that experiences play in our learning | Jean Piaget |
| Who's Theory led to programs that consider the child to be an active participate in his own learning | Jean Piaget |
| An act to promote the education of the blind in the Philippines | RA No. 3562 |
| States that the ultimate goals of special education shall be the integration and mainstreaminh of learners with special need into the regular classroom | Presidential Decree No. 603, Article 1, Section 5 |
| The right of every child to love in an atmosphere conducive to his physical, mental etc. | Commonwealth Act No. 3203, Articles 356 and 259 |
| "to promote the full growth of the faculties of every child" | Commonwealth Act No. 3203, Articles 356 and 259 |
| An act establishing a Ten Year Teacher Training Program for Teachers pf Special and Exceptional Children | Republic Act 5250 |
| This act provided for the formal training of teachers for deaf, hard of hearing, speech handicapped | Republic Act 5250 |
| The fundamental law of the land "a complete, adequate, and integrated system of education relevant to the goals of national development" | 1983 constitution of the Philippines |
| "the emotionally disturbing or socially malajusted child shall be treated with sympathy and understanding | Presidential Decree No. 603 |
| In 1978 was created and renamed as National Council for the Welfare of Disabled Person | Presidential Decree No. 1509 |
| States that "The state shall promote the right of every individual to relevant quality education regardless of sex, age, breed and other affiliations" | Batas Pambansa 232 |
| Accessibility Law "an act to enhance the mobility od disabled persons" | Batas Pambansa Bilang 344 |
| Known as "White Cane Safety Day" in the Philippines | Republic Act 6759 |
| Known as "An Act providing for strong deterrence and special protection against child abuse, exploitation, and discrimination, providing penalties for its violations and other purposes" | Republic Act 7610 |
| Set new dates for the National Disability Prevention and Rehabilitation Week Celebration on the 3rd week of July | Presidential Proclamation No . 361 |
| Known as "The Newborn Screening Act of 2004" | Republic Act No. 9288 |
| This law ensures every child the right to access and take part in federally funded programs. | Rehabilitation Act |
| DECS order that mandate the establishment of at least one SPED center per region or division | DECS Order No. 26 Section 1997 |
| Reclassification of Regular Teacher and Principal items to SPED Teacher and Special School Principal Items | DECS Order No. 5 Section 1998 |
| Prescribing a Revised Compensation and Position Classification System in the Government | Republic Act No. 6758 |
| States yhat children with disabilities are to be educated to the maximum extent with children who do not have disabilities | Individuals with Disabilities Education Act (IDEA) |
| The US civil rights law that ensures no studen with a disability is excluded from federally funded activities | Rehabilitation Act 504 |
| US law enacted in 2001 requiring testing in grades 3-8, highly qualified teachers, and adequate yearly progress | No Child Left Behind Act |
| Law that provides transition services for families of students going from early intervention to pre school | Public Law 93-380 |
| Magna Carta for Disabled Persons | Republic Act 7277 |
| Refers to the total number of cases of particular condition, those with exceptionality, giftedness, and developmental disabilities and impairment | Prevalence |
| 2 types of prevalence | 1. Identifiable Prevalence 2. True Prevalence |
| Cases that have come contact with some system. Ex hospitals | Identifiable Prevalence |
| The number of children and youth with special needs is derived from census data | Identifiable Prevalence |
| A large number of children and youth with special needs who are in school or in the community who have not been identified as such and not in the special education programs of DEP ED | True Prevalence |
| Term when it is no longer unusual to find blind, deaf, and even mentally restarted students participating in a regular class activities at certain periods of the school day | Mainstreaming |
| 2 Types of Mainstreaming | 1. Partial Mainstreaming 2. Full Mainstreaming |
| Children who have moderate or severe form of disabilities are mainstreamed in a regular classes like PE, music and arts | Partial Mainstreaming |
| Children with disabilities are enrolled in regular classes and recite in all the subjects | Full Mainstreaming |
| Best model of mainstream special education programs | Division of Manila City Schools |
| Rays of the Sun | Silahis Concept |
| Inclusion describe the process by which a school accepts children with special needs for enrollment in regular classes where they can learn side by side with their peers. | Inclusive Education |
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