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Learners with exceptionalities:
Students who need special help and resources to reach their full potential.
Gifts and talents:
Abilities at the upper end of the continuum that require additional support to reach full potential.
The ability to acquire and use knowledge, solve problems and reason in the abstract, and adapt to new situations in the environment.
The flexible, culture-free mental ability to adapt to new situations and acquire knowledge quickly.
Culture-specific mental ability, heavily dependent on experience and schooling.
Nurture view of intelligence:
The assertion that emphasizes the influence of the environment on intelligence.
The process of placing students of similiar abilities into groups and attempting to match instruction to the needs of these groups.
Students' personal approaches to learning, problem solving, and processing information.
The practice of moving students with exceptionalities from segregated settings into general education classrooms.
Least Restrictive Environment (LRE)
A policy that places students in as typical an educational setting as possible while still meeting the students' special needs
The degree to which a school environment accomodates the student's needs and the degree to which a student can meet the requirements of a particular school setting.
A comprehensive approach to educating students with exceptionalities that advocates a total, systematic, and coordinated web of services.
The guarantee of parents' rights to be involved in identifying and placing their children in special programs, to access school records, and to obtain an independent evaluation if they're not satisfied with the school's evaluation.
Individualized education program (IEP)
A written statement that provides a framework for delivering a free and appropriate education (FAPE) to every eligible students with a disability.
Language in which a student's disability is identified after the student is named.
Difficulty in acquiring and using reading, writing, reasoningm listening, or mathematical abilities.
Discrepancy model of identification
One method of identifying students with problems that focuses on differences between achievement and intelligence tests or subtests within either.
Reponse to intervention model of identification
A method of identifying a learning disability that focuses on the specific classroom instructional adaptations that teachers use and their success.
Attention-deficit/hyperactivity disorder (ADHD)
A learning problem characterized by difficulties in maintaining attention
A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior
Serious and persistant age- inappropriate behaviors that result in social conflict, personal unhappiness, and often school failure.
Autism spectrum disorder
A description of a cluster of disorders characterized by impaired social relationships and skills and often associated with highly unusual behavior.
Exceptionalities that interfere with students' abilities to recieve and understand information from others and express their own ideas.
Language disorders (receptive disorders)
Problems with understanding language or using language to express ideas.
Partial hearing impairment
An impairment that allows a student to use a hearing aid and to hear well enough to be taught through auditory channels.
Programs for students who are gifted and talented that keep the curriculum the same but allow students to move through it more quickly
Measurement of learners' performance in specific areas of the curriculum
Between- class grouping
Divides students in a certain grade into levels, such as high, medium, and low.
Divides students in a certain class into groups, typically based on reading and math scores.
Measurement of learners' performance in specific areas of the curriculum.
A set of adaptive tools that support students with disabilities in learning activities and daily life tasks.
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