| A | B |
|---|
| Alternative teacher certification | Refers to teachers who do not go through traditional routes to obtain teacher certification. Often they hold emergency certification that allows them to start teaching before they complete the full certification process |
| Appropriate education | An IDEA principle that requires schools to provide a IEP for students with disabilities that is appropriate the their educational strengths and needs |
| Individualized Education Program (IEP) | A written plan for serving students with disabilities ages 3 to 21 |
| Individualized Family Services Plan (IFSP) | A written plan for providing services to infants and toddlers, ages zero to 3, and their families |
| Least restrictive environment (LRE) | An IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services. |
| Manifestation determination | Used when disciplining students who receive special education. The school must determine whether the student’s behavior is a manifestation “caused by” his or her disability. This process must occur when the school proposes to change the student’s placement for more than 10 days. |
| No cessation | A term that refers to the discipline of students under IDEA and means that the school may not expel or suspend a student with a disability for more than 10 school days in any one school year, regardless of what the student does to violate a school code |
| Nondiscriminatory evaluation | An IDEA principle that requires schools to determine what each student’s disability is and how it relates to the student’s education. The evaluation must be carried out in a culturally responsive way. |
| Prereferral | Occurs when a student’s general education teacher asks others (educators and families) to help problem-solve in order to identify instructional strategies to adequately address learning and behavioral challenges |
| Procedural due process | The principle of IDEA that seeks to make the schools and parents accountable to each other through a system of checks and balances. |
| Referral | Occurs when an educator or parent submits a formal request for the student to be considered for a full and formal nondiscriminatory evaluation. |
| Screening | A routine test that helps school staff identify which students might need further testing to determine whether they qualify for special education |
| Zero reject | An IDEA principle that requires schools to enroll all students who have disabilities |
| Individuals with Disabilities Act (IDEA) | Enacted 1975, Six principles (zero reject, nondiscriminatory evaluation, FAPE, LRE, Procedural due process, and Parent/student participation |
| No Child Left Behind (NCLB) | Six principles: accountability for results, school safety, parental choice, teacher quality, scientifically-based methods of teaching, and local flexibility |
| Part B | Refers to the section of IDEA that addresses the social education of students who range from 3 to 21 years of age |
| Part C | Represents the section of IDEA that addresses the needs of infants and toddlers ranging in age from birth through age 2 |
| Genetic deficit theories | Typically support the notion that nonwhites are genetically deficient when compared to whites |
| Cultural deficit theory | Blames the failure of students from culturally- and linguistically-diverse backgrounds on the disadvantages that they experienced within their own cultures. |
| Cultural difference theory | Also called cultural mismatch theories; contend that failure of students from culturally- and linguistically-diverse backgrounds in school cannot be attributed solely to their lack of assimilation into European culture. |
| Academic content standards | Define the knowledge, skills, and understanding that students should attain in academic subjects |
| Alternate achievement standards | Must align with the same academic content standards for all students so that these students will be able to make progress in the general curriculum |
| Alternate assessment | Evaluating performance for students for who test accommodations are not sufficient to enable them to participate in the typical state- or district-wide assessment |
| General education curriculum | Curriculum used by nondisabled students |
| Specially designed instruction | Adaptations of the content, methodology, or delivery of instruction to address a student’s unique needs and ensure that the student can participate and make progress in the general curriculum. |
| Standards-based reform | A process that identifies the academic content (reading, mathematics) that students must master, the standards for the students’ achievement of content proficiency, a general curriculum aligned with these standards, assessment of student progress in meeting the general curriculum and standards, and information from the assessments to improve teaching and learning and to demonstrate that the schools are indeed accountable to the students, their families, and the public |
| Student achievement standards | Define the levels of achievement that students must meet to demonstrate their proficiency in the subjects. |
| Supplementary aids and service | Aids, services, and other supports provided in general education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate |
| Universal Design for learning | Application of principles to the design of curricular and instructional materials to provide students across a wide range of abilities and from a variety of backgrounds with access to academic content |
| Mainstreaming | An educational arrangement of returning students from special ed classrooms to general education classrooms typically for nonacademic portions of the school day |
| Family | Two or more people who regard themselves to be a family and who carry out the functions that families typically perform |
| Kinship care | Refers to the situation where children receive their basic care from some member of their family other than their parents |
| Family-professional partnership | Relationships in which families and professionals collaborate, capitalizing on each other’s judgements and expertise in order to increase the benefits of education for students, families, and professionals |
| Domains of family life | Includes emotional well-being, parenting, family interaction, physical/material well-being, and disability-related support. |
| Family quality of life | Refers to the extent to which the family’s needs are met, family members enjoy their life together, and family members have the chance to do the things that are important to them |
| Circle of Friends | Refers to the individuals who surround a person with a disability with support that is consistent with the person’s choices and that advances the person’s self-determination, full citizenship, relationships, positive contributions, strengths, and choices. |
| Self-determination | Refers to the ability of individuals to live their lives as they choose, consistent with their own values, preferences, and abilities |
| Skilled dialogue | A strategy that involves anchored understanding and third space |
| Anchored understanding | Having a compassionate understanding of differences that comes from truly getting to know someone |
| Third space | A situation in which people creatively restate each other’s diverse perspectives in order to reach a new perspective without abandoning individual points of view. |
| Aptitude-achievement discrepency | Refers to a discrepancy between different abilities and areas of achievement |
| Curriculum-based measurement | Involves direct assessment of a student's skills in the content of the curriculum that is being taught |
| Differential instruction | Involves using different strategies such as flexible student instructional grouping, learning stations and learning centers, and two educators in the same classroom |
| Dyscalculia | Refers to a lack of ability to perform mathematical functions |
| Dysgraphia | Refers to the partial inability to remember how to make certain alphabet or arithmetic symbol in handwriting |
| Dyslexia | Refers to the condition of having severe difficulty in learning to read |
| Exclusionary standard | Refers to embedding particular exemptions within a definition. For example, in the IDEA definition of learning disabilities, learning difficulties do not include learning problems that primarily result from visual impairment;; hearing loss; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantages |
| Inclusionary standard | Refers to embedding certain criteria within a definition so as to clearly state the conditions that the definition covers. For example, in the IDEA definition of learning disabilities, perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia are included conditions |
| Intra-achievement discrepancy | Refers to ta discrepancy between different areas of academic achievement |
| Intracognitive discrepancy | Refers to discrepancies between different abilities such as performance and verbal scores |
| IQ-achievement discrepancy | Refers to a discrepancy between the student's intellectual ability, as measured by an IQ test, and the student's achievement, as measured by a standardized achievement test |
| Learning strategies | Help students with learning disabilities to learn independently and to generalize, or transfer, their skills and behaviors to new situations |
| Mean | Refers to an average |
| Mnemonic | Is a device such as a rhyme, formula, or acronym that is used to aid memory |
| Norm-referenced | Achievement test compares a student with his or her age- or grade-level peers in terms of performance |
| Phonological processing | Refers to the ability to process written and oral information by using the sound system of language |
| Phonology | Is the use of sounds to make meaningful syllables and words |
| Procedural problems in math | Refer to the difficulty in sequencing the steps of complex problems |
| Response-to-intervention model | Refers to procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction |
| Semantic memory problems in math | Refer to difficulty in remember math facts |
| Specific learning disability | Means a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language |
| Standard deviation | Is a way to determine how much a particular score differs from the mean |
| Teratogens | Refer to aspects of the environment that cause developmental malformations in humans |
| Visual-spatial problems in math | Refer to difficulties in reproducing numerals |
| Acquired disorder | Is a disorder that occurs well after birth |
| Additions | Occur when students place a vowel between two consonants |
| Apraxia | Is a motor spech disorder that affects the way in which a student plans to produce speech |
| Articulation | Is a speaker's productoin of individual or sequenced sounds |
| Augmentative and alternative communicaton (AAC) | Refers to the devices, techniques, and strategis used by students who are unable to communicate fully through natural speeech and/or writing |
| Bilingual | Refers to somone who uses two languages equally well. |
| Cleft palate or lip | Describes a condition in which a person has a split in the uper part of the oral cavity or the upper lip |
| Congenital disorder | Is a disorder that occurs at or before birth |
| Dialect | Is a regional variation of a language as when someone speaks English using terms or pronunciations common only in that region |
| Distortions | Are modifications of the production of a phoneme in a word |
| Duration | Is the length of time any speech sound requires |
| Expressed language disorder | Is a characterized by difficulty in formulating ideas and information |
| Fluency | Is the rate and rhythm of speaking |
| Functional disorders | Are those with no identifiable organic or neurological cause |
| Hypernasality | Is when air is allowed to pass through the nasal cavity on sounds other than /m/, /n/, and /ng/ |
| Hyponasality | Occurs because air cannot pass through the nose and comes through the mouth instead |
| Language | Is a structured, shared, rule-goverened symbolic system for communicating |
| Language disorder | Is difficulty in receiving, understanding, and formulating ideas and information |
| Morpheme | Is the smallest meaningful unit of speech |
| Morphology | is the system that governs the structure of words |
| Omissions | Occur when a child leaves a phoneme out of a word |
| Oral motor exam | Is examination of the appearance, strength, and range of motion of the lips, toungue, plalate, teeth, and jaw |
| Organic disorders | Are those caused by an identifiable problem in the neuromuscular mechanism of the person |
| Phonemes | Are individual speech sounds and how they are produced, depending on their placement in a syllable or word |
| Phonology | Is the use of sounds to make meaningful syllables |
| Pitch | Is affected by the tension and size of the vocal folds, the health of the larynx, and the location of the larynx |
| Pragmatics | Refers to the use of communication in context |
| Receptive language disorder | Is characterized by difficulty in receiving or understanding information |
| Resonance | Is determined by the way in which the tone coming from the vocal folds is modified by the spaces of throat, mouth, and nose |
| Social interaction theories | Emphasize that communication skills are learned through social interactions |
| Specific language impairment | Describes a language disorder with no identifiable cause in a person with apparently normal development in all other areas |
| Speech | Is the oral expression of language |
| Speech disorder | Refers to difficulty in producing sounds as well as disorders of voice quality (for example, a hoarse voice) or fluency of speech, often referred to as stuttering |
| Substitutions | Occur when a person substitutes one sound for another, as when a child substitutes /d/ for the voiced /th/ ("doze" for "those"), /t/ for /k/ ("tat" for "cat"), or /w/ for /r/ ("wabbit" for "rabbit") |
| Syntax | Provides rules for putting together a series of words to form sentences |
| System for Augmenting Language (SAL) | Focuses on augmented input of language |
| Biadialectal | Refers to someone who uses two variations of a language |
| Intensity | (loudness or softness) is based on the perception of the listener and is determined by the air pressure coming from the lungs through the vocal folds |
| Anxiety disorder | Is characterized by overwhelming fear, worry, and/or uneasiness. The condition includes phobia, generalized anxiety disorder, panic disorder, obsessive-compulsive disorder, and post-traumatic stress disorder |
| Bipolar disorder | Refers to a condition in which a person experiences exaggerated mood swings-for example, sometimes feeling depressed and other times experiencing heightened activity, energy, and a sense of strength. (These latter experiences are sometimes referred to as mania) |
| Child maltreatment | Involves neglect, physical abuse, sexual abuse, and emotional abuse |
| Classroom-centered intervention | Refers to classroom-based strategies to intervene against poor academic achievement and aggressive or shy behavior |
| Conduct disorder | Consists of a persistent pattern of antisocial behavior that significantly interferes with others' rights or with schools and communities' behavioral expectations |
| Externalizing behaviors | Are behavior disorders compromising aggressive, acting-out, and noncompliant behaviors |
| Generalized anxiety disorder | Consists of excessive, overwhelming worry not caused by any recent experience |
| Internalizing behaviors | Are behavior disorders comprising social withdrawal, depression, anxiety, obsessions, and compulsion |
| Mood disorder | Involves an extreme deviation in either a depressed or an elevated direction or sometimes in both directions at different times |
| Obsessive-compulsive disorder | Are obsessions manifesting as repetitive, persistent, and intrusive impulses, images, or thoughts (ie. repetitive thoughts about death or illness) and/or compulsions manifesting as repetitive, stereotypical behaviors (ie. handwashing or counting) |
| Oppositional defiant disorder | Causes a pattern of negativistic, hostile, disobedient, and defiant behaviors |
| Panic disorder | Involves overwhelming panic attacks resulting in rapid heartbeat, dizziness, and/or other physical symptoms |
| Phobia | Consists of the unrealistic, overwhelming fear of an object or situation |
| Post-traumatic stress disorder | Refers to flashbacks and other recurrent symptoms following exposure to an extremely distressing and dangerous event such as witnessing violence or a hurricane |
| Reverse-role tutoring | Refers to using students with disabilities as tutors for their peers without disabilities |
| Schizophrenia | is characterized by psychotic periods resulting in hallucinations, delusions, inability to experience pleasure, and loss of contact with reality |
| Separation anxiety disorder | Is excessive and intense fear associated with separating from home, family, and others with whom a child has a close attachment |
| Service learning | Is a method for students to develop newly acquired skills by active participation and structured reflection in organized opportunities to meet community needs |
| Wraparound | Refers to a philosophy of care that includes a definable planning process involving the child and family that results in a unique set of community services and natural supports individualized for that child and family to achieve a positive set of outcomes |
| Hyperactivity | Refers to behaviors associated with frequent movement, difficulty concentrating, and talking excessively |
| Impulsivity | Refers to behaviors such as difficulty awaiting one's turn, interrupting or intruding on others and blurting out answers before questions have been completed |
| Nonverbal working memory | The executive function that involves the ability to retrieve auditory, visual, and other sensory images of the past |
| Internalization of speech | An executive function that includes talking to oneself in order to plan what to do and say and recognizing when it is appropriate to speak these thoughts |
| Self-regulation of affect, motivtaion, and arousal | An executive function that refers to being less objective and more emotional in responding to events, understand the effect of one's behavior on others, and generating energy and enthusiasm to carry out behavior |
| Reconstitution | An executive function that includes the skill of analyzing and synthesizing behaviors |
| Dopamine | One of the brain's neurotransmitters, carrying signals between neurons |
| Neurotransmitters | Substances that transmit nerve impulses across syapses in the brain |
| Neuroimaging | Provides non-invasive detailed pictures of various parts of the brain that are helpful in determining the presence of a disability |
| Multimodal treatments | Involves multiple interventions or treatments across modes or types of therapies |
| Errorless learning | Refers to a procedure that present the discriminative stimuli and arranges the delivery of prompts ina learning situation in such a way as to ensure that the student gives only correct responses |
| Cognitive behavioral therapy | Involves teaching the use of inner speech ("self talk") to modify underlying cognitions that affect overt behavior |
| Goal-attainment scaling | Process that enables teachers to compare goals and to quantify student goal attainment |
| T-chart | Charts that are laid out in the forms of a capital letter T, which allows teachers to track two aspects of a behavior together |
| hyperfocus | Refers to demonstrating intense levels of concentration and attention in completing tasks |
| Executive functioning | Includes being able to process information to make decisions, take actions, and solve problems |
| Activity Task Analysis | Identifies each step the student needs to master within ecological activities |
| Adaptive Behavior | Refers to the typical performance of individuals without disabilities in meeting the expectations of their various environments |
| Chromosomes | Direct each cell's activity and contain DNA and genes that determine a person's physical and mental condition |
| Discrepency Analysis | Examines where and how the two ecological inventories differ and whether the points of difference can be the basis for instruction or can be addressed through other means, such as assistive technology |
| Ecological inventories | Identify the subenvironments in which students function, the activities involved in them, and the skills needed in them |
| Generalization | Refers to the ability to transfer knowledge or behavior learned for doing one task to another task and to make that transfer across different settings or environments |
| Karyotyping | Involves arranging the chromosomes under a microscope so that they can be counted and grouped |
| Life Space Analysis | Is a process in which teachers collect two kinds of data: first, baseline data about how well a student functions in certain community settings; next, information about the student's current environments and prospective environments for community-based instruction |
| Outer-directedness | Is a condition in which individuals distrust their own solutions and seek cues from others. |
| Prelinguistic milieu teaching | Is an effective language-acquisition instructional strategy based on the principle that children will learn if their instruction matches their interests and abilities. |
| Self-determination | Refers to the ability of individuals to live their lives as they choose, consistent with their own values, preferences, and abilities. |
| Short-term memory | Is the mental ability to recall information that has been stored for a few seconds to a few hours |
| Transition services | Focus on planning educational services and supports for students who are moving from one level of education to another, such as from high school to postsecondary services. |
| Absence seizures | Are a type of generalized seizure that cause the person to lose consciousness only briefly |
| Apgar test | Is a method for determining the health of a newborn immediately in transition to life outside the womb. The screening occurs in the first minute afer birth and again at the fifth minute after birth |
| Augmentative and alternative communication (AAC) | Refers to the devices, techniques, and strategies used by students who are unable to communicate fully through natural speech and/or writing |
| Event recording | Involves an observer recording every occurrence of a behavior during an observation period instead of using the yes/no recording per interval that is characteristic of time sampling |
| Field observation | Involves observing and recording, in a longhand ancedotal format, what a student is doing |
| Formative analysis | Means that analysis is conducted on an ongoing basis |
| MAPs | Is a process that customizes student's educational programs to their specific visions, strengths, and needs. It is especially effective in planning transitions from school to postschool activities |
| Partial participation | Rejects an all-or-none approach under which students either function independently in a given environment or not at all. Instead, it asserts that students with severe multiples disabilities can participate, even if only partially, and indeed can often learn and complete a task if it is adapted to their strengths |
| Peer tutoring | Involves pairing students one on one so that students who have already developed certains skills can help teach those and other skills to less advanced students and also help those students practice the skills they have already masterd. |
| Self-monitoring strategies | Enable students to learn to collect data on their progress toward educational goals. They can do this through various formats, such as by charting their progress on a sheet of graph paper or completing a checklist |
| Student-directed learning strategies | Teach students with and without disabilities to modify and regulate their own learning |
| Summative evaluation | Is an evaluation that occurs after a project is completed |
| Time sampling | Involves an observer who is recording the occurrence or nonoccurence of specific behaviors during short, predetermined intervals |
| Self-instruction strategies | Involve teaching students to use their own verbal or other communication skills to direct their own learning |
| Portfolio-based assessment | Is a technique for assembling exemplars of a student's work, such as homework, in-class tests, artwork, journal writing, and other evidence of the student's strengths and needs |
| Applied Behavior Analysis | Uses the principles of operant psychology to develop techniques that reduce problem behavior and/or increase positive behavior |
| Asperger syndrome | Describe the traits of individuals on the autism spectrum who have significant challenges in social and emotional functioning but without significant delays in language development or intellectual functioning |
| Autism Spectrum Disorder | Refers to five types of pervasive developmental disorders, including autistic disorder, Rhett's syndrome, and pervsasive developmental discorder not otherwise specified. |
| Discrete Trial Training | Is based on the three-term contingency outlined by applied behavior analysis; the discriminative stimulus, the response, and the reinforcer or consequence. |
| Echolalia | Is a form of communication in which a student echoes other people's language by constantly repeating a portion of what he or she hears. It is either immediate or delayed. |
| Functional behavioral assesment | Is a process used to determine a specific relationship between a student's behaviors and the circumstances that triggered those behaviors, especially those that impede a student's ability to learn. |
| Keyword strategies | Teach students to link a keyword to a new word or concept to help them remember the new material |
| Letter strategies | Employ acronyms or a string of letters to remember a list of words or concepts |
| Obsessions | Are persistent thoughts, impulses, or images of a repetitive nature |
| Pegwood strategies | Helps students remember numbered or ordered information by linking words that rhyme with numbers |
| Perseveration | Includes verbalizations or behaviors that are repeated to an inappropriate extent |
| Pervasive Developmental Disorders | Include five discrete disorders that are part of the autism spectrum, including autistic disorder, Rhett's disorder, childhood disintegrative disorder, and Asperger syndrome |
| Positive behavior support | Is a proactive, data-based approach to ensureing that students acquire needed skills and environmental supports |
| Receptive language disorder | Is characterized by difficulty in receiving or understanding information |
| Savant syndrome | Is a condition in which individuals typically display extraordinary abilities in areas such as calendar calculating, musical ability, mathematical skills, memorization, and mechanical abilities |
| Social stories | Are written by educators, parents, or students and describe social situations, social cues, and appropriate respnses to those cues |
| Tics | Are involuntary, rapid movements that occur without warning |
| Repetitive behavior | Involves obsessions, tics, and perseveration |
| Ataxia | Refers to the inability to coordinate voluntary muscular movements |
| Ataxic cerebral palsy | Involves unsteadiness, lack of coordination and balance, and varying degrees of difficulty with standing and walking |
| Athetoid cerebral palsy | Involves abrupt, involuntarymovements of the head, neck, face, and extremities, particularly the upper ones |
| Cerebral palsy | Refers to a lack of muscle control that affects a student's ability to move and to maintain balance and posture; it has a neurological basis |
| Clean intermittant catheterization | Refers to the procedure whereby a person or an attendant (a trained health aide) inserts a tube in the person's urethra to induce urination. It is "clean" because the procedure is done under sterile conditions, and it is "intermittant" because it is done as needed or on a regular schedule. |
| Lumbar nerves | Nerves that move the leg muscles |
| Maternal serum alpha-fetoprotein | Is a prenatal test to detect spina bifida |
| Meningocele | Refers to the condition in which the covering of the spinal cord, but not the cord itself, protrudes through the opening created by the defect in the spine. This condition usually does not cause a person to experience mobility impairments |
| Mixed cerebral palsy | Combines spastic muscle tone and the involuntary movements of athetoid cerebral palsy |
| Myelomeningocele | Refers to a condition in which the protrusion or sac contains not only the spinal cord's covering but also a portion of the spinal cord or nerve roots. This condition results in varying degrees of leg weakness, inability to control bowels or bladder, and a variety of physical problems such as dislocated hips or club feet. |
| Pneumatic, or Puffing, Switches | Operate when the student such as one who has no arm control, puffs air into a strawlike tube |
| Sacral nerves | Nerves that control the foot muscles |
| Seizures | Are temporary neurological abnormalities that result from unregulated electrical discharges in the brain, much like an electrical storm |
| Seizures with primarily altered consciousness | Affect large areas of the brain and may manifest in limited activity(absence seizures) or extreme motor behaviors (tonic-clonic seizures) |
| Spastic cerebral palsy | Involves tightness in one or more muscle groups |
| Spina bifida | Is a condition in which the person's vertebral arches (the connective tissue between one vertebra and another) are not completely closed; the person's spine is split - thus, spina(split) and bifida(spine). Spina bifida is the most common form of neural tube defect. |
| Spina bifida occulta | Refers to a condition in which the spinal cord or its covering do not protrude and only a small portion of the vertebrae, usually in the lower spine, is missing. This is the mildest and most common form of spina bifida |
| Tonic-clonic seizures | Affect a student's motor control area of the brain, as well as sensory, behavioral, and cognitive areas. Tonic-clonic seizures can occur in only one region of the brain or spread to other brain hemisphere. |
| Topographical classification system | Correlates the specific body location of the movement impairment with the location of the brain damage. |
| Asthma | Is a chronic lung condition characterized by airway obstruction, inflammation, and increased sensitivity |
| Partial seizures | Cause te student to loose consciousness and often to fall to the ground and have sudden, involuntary contractions of groups of muscles |
| Acquired injury | Means that the injury occured after the child was born |
| Ataxia/tremor | Refers to the inability to coordinate voluntary muscular movements |
| Atrophy | Refers to lost or reduced musce strength |
| Central auditory processing | Involves the ability to track individual and group conversations that occur in both quiet and noisy backgrounds |
| Closed head injury | Results when the brain whips back and forth during an accident, causing it to bounce off the inside of the skull. It does not involve penetration or a fracture of the bone of the skull |
| Cognitive retraining | Helps students regain perceptual processing, communication, behavioral, and social skills that were lost as a result of traumatic brain injury |
| Coma | Is a state of deep or prolonged unconsciousness usually caused by injury or illness |
| Computerized axial tomography (CAT) | Is another term for computerized tomography, which refers to a method of producing |
| Computerized tomography | Is a method of producing a cross-section image of the body from a thin X-ray beam tht rotates around a patient |
| Congenital visual impairment | Refers to a visual impairment that is present from birth |
| Encephalitis | Refers to inflammation of the brain |
| Functional magnetic resonance imaging | Provides a map of brain activity by producing images of tiny metabolic changes that occur as the brain functions |
| Magnetic resonance imaging (MRI) | Uses a strong magnetic field and radio waves to provide detailed pictures of smaller and more subtle brain anomalies or differences that cannot be detected by computerized tomography |
| Open head injury | Penetrates the bones of the skull, allowing bacteria to have contact with the brain and potentially impairing specific functions, usually only those controlled by the injured part of the brain |
| Positron emission tomography (PET) | Produces three-dimensional pictures by recording a radioactive chemical that is injected into the body and absorbed by organs |
| Shaken baby syndrome | Refers to a brain injury resulting from a situation in which a caregiver has shaken a child violently, often because the caregiver is frustrated by the child's crying |
| Traumatic brain injury | Is caused by an external physical force, resulting in impaired functioning in one or more areas. Educational performance is adversely affected. The injury may be open or closed. |
| Unilateral hearing loss | hearing loss in only one ear |
| Bilateral hearing loss | hearing loss in both ears |
| Deaf | A term used used to describe a hearing loss greater than 70 to 90 dB that results in severe oral speech and language delay or that prevents a person from understanding spoken language through hearing |
| Congenital deafness | A hearing loss that is present at birth |
| Audition | The hearing process |
| Hertz | The unit used to express the frequency of sound and is measured in terms of the number of cycles that vibrating sound molecules complete per second |
| Decibels | The unit to express how loud sound is |
| Auricle or pinna | The top of the external ear; it channels sound into the ear canal |
| Malleus, incus, and stapes | Middle ear bones: hammer, anvil, and stirrup. AKA: ossicular chain |
| Eustaschian Tube | Is the structure that extends from the throat into the middle ear cavity; its primary purpose is to equalize the air pressure on the eardrum when a person swallows or yawns |
| Oval window | Membrane that separates the middle ear and the inner ear |
| Cochlea | Snail-shaped bony structure that houses the actual organ of hearing (organ of Corti) and the vestibular mechanism, the sensory of organ balance |
| Tonotopically | Means that the hair cells closest to the oval windo respond to high-frequency sounds and those at the center (if the cochlea were unrolled) are more sensitive to low-frequency sounds |
| Vestibular mechanism | Controls balance, helps a body maintain its equilibrium, and is sensitive to both motion and gravity |
| Speech reader | Is someone who is able to interpret words by watching the speaker's voice |
| Auditory-Verbal format | Encourages early identification and subsequent amplification or cochlear implant. It emphasizes the amplification of sound and helping the child use what hearing remains (residual hearing) |
| Oral/Aural Format | Emphasizes the use of amplified sound to develop oral language |
| Manual Communication | Teaches the use of sign language for communication |
| Sign language | Uses combinations of hand movements to convey words and concepts rather than individual letters |
| Finger spelling | Uses a hand representation of all 26 letters of the alphabet |
| American Sign Language | Most widely used sign language among deaf adults in North America. Signs are generally meant to represent concepts |
| Cued speech | Is an alternative to natural sign language and English sign systems. It supplements spoken English and its intended to make its features fully visible |
| Acquired deafness | loss occurs after birth |
| Hypoxia | Lack of oxygen (during delivery or childbirth) |
| Rubella | Is a viral infection, also called German measles, that causes a mild fever and skin rash. If a woman in the first three months of her pregnancy gets this disease, it can lead to severe birth defects in her child |
| Cytomegalovirus (CMV) | Is a virus that may have very few symptoms in adults or might resemble mononucleosis. In fetus, however, it can lead to severe malformations |
| Toxoplasmosis | Is an infectious disease caused by a microorganism that can cause severe fetal malformations |
| Herpes virus | Is a virus leading to symptoms that range from cold sores, to genital lesions, to encephalitis; it causes disabilities in early infancy |
| Maternal Rh incompatibility | Is a condition that occurs when a baby with Rh+ blood is born to a mother with Rh- blood. This leads to breakdown of red blood cells in the baby |
| Ototoxic | Drugs affect the organs or nerves involved in hearing or balance. |
| Bacterial meningitis | Is an infection of the meninges, the three membranes enveloping the brain and the spinal cord |
| Acute Otitis Media (ear infection) | Is an infection in the middle ear that can result in conductive hearing loss |
| Otologist | Is a physician who specializes in diseases of the ear |
| Audiologist | Has special training in testing and measuring hearing. |
| Cochlear implant | is an electronic device that is surgically implanted under the skin behind the ear and contains a magnet that couples to a magnet in a sound transmitter that is worn externally; it "gets around" the blockage of damaged hair cells in the cochlea by bypassing them and directly stimulating the auditory nerve |
| Audiometer | is a machine tht measures hearing threshold, the softest level at which sound can first be detected at various sound frequencies |
| Behavioral Audiological Evaluations | Are hearing tests that require the child to respond to a series of beeps called pure tones to indicate that she hears a sound |
| Audiogram | is a graphic representation of an individual's response to sound in terms of frequency (Hz) and loudness (dB) |
| Tympanography | Is not a hearing test but a test of how well the middle ear is functioning and how well the eardrum can move |
| Audiometry | Refers to a hearing test, using a device called an audiometer, which provides a graph showing hearing thresholds at various levels of pitch and loudness |
| Sound-field amplified system | Enables the teacher to transmit her voice by using a lavaliere microphone and ceiling- or wall-mounted speakers |
| Loop systems | Involve closed-circuit wiring that sends FM signals from an audio system directly to an electronci coil in a student's hearing aid. The receiver picks up the signals, much as a remote-control device sends infrared signals to a television |
| Anemia | Is a blood disorder in which the blood has too few red blood cells or too little hemoglobin |
| Conceptually Accurate Signed English (CASE) | Is a sign system used in the United States that involves signing concepts rather than the literal English translation |
| Deaf community | Is a group of individuals who are deaf; share a culture, attitudes, and a set of beliefs; and use American Sign Language to communicate |
| Ear canal | Is the channel through which sounds flow to the middle ear |
| Hard of hearing | Is a term used for individuals who have hearing loss of 25 to 70dB in the better ear, who benefit from amplification, and who communicate primarily through spoken language |
| Hyperbilirubinemia | Results from an excess accululation of bilirubin in the blood, which can result in jaundice |
| Interpreter | Is an individual who translates a spoken message into sign. Oral interpreters silently repeat with clear lip ovements the message of the speaker. A transliterator provides word-for-word translation using signs in English order |
| Intracranial hemorrhage | Is a neurological complication of extremely premature infants in which the immature blood vessels bleed into the brain |
| Jaundice | Is a yellowing of the complexion and the whites of the eyes resulting from hyperbilirubinemia |
| Ossicular chain | Consists of the three small bones in the middle ear that transmit the sound vibrations through the middle-ear cavity to the inner ear |
| Pidgin Sign English (PSE) | Is a sign system used inte the US and employs basic ASL sign vocabulary in English word order |
| RhoGAM | Is a drug used for mothers who have Rh- blood to keep them from producing antibodies that could harm their future babies |
| Organ of Corti | Refers to the organ of hearing |
| Abacus | Is a tool composed of beads on vertical rods that is used by students with visual impairments to help them with mathematical calculations. The abacus is not a calculator but is similar to solving a math problem with paper and pencil |
| Acuity | Is a measure of the sharpness and clarity of vision. It is determined by having an individual stand aat a specified distance to read a standard eye chart, each line of which is composed of symbols printed at a certain size. |
| Adventitious | Visual impairment means that the impairment results from an advent (e.g., loss of sight caused by a hereditary condition that has just manifested itself) or an event (e.g., loss of sight caused by trauma) |
| Braille | Is a method of writing that uses raised dots in specific configurations that can be read and interpreted by people who are blind (and who have received appropriate instruction) by running their fingers across the dots. |
| Braille contractions | Are shortcuts for writing letter combinations in braille. Intended to save space and reading time, these contractions may represent a whole word or part of a word. As a result, the braille version of printed material is usually composed of fewer symbols than the print version, even though both include the same words |
| Etiology | Describes the cause or origin of a medical condition |
| Expanded core curriculum | Describes the areas of instruciton in which students with visual impairments need additional instruction because of the impact of their visual impairment on incidental learning. It includes compensatory skills, orientation and mobility, social interactions skills, independent living skills, recreation and leisure skills, career education, use of assistive technology, visual efficiency skills, and self-determination |
| Field of vision (visual field) | Is the entire area of which an individual is visually aware when the person is directing his or her gaze straight ahead, typically 160 degrees |
| Functionally blind | Describes individuals who can use their available vision to some limited degree but acquire information about the environment primarily through their auditory and tactile senses |
| Functional visual assessment (FVA) | Is an evaluation of how an individual uses his or her vision to perform tasks. It results in a description of what an individual with a visual impairment does with his or her available vision, not an acuity measurement |
| Incidental hearing | Occurs when an individual learns about a process or concept primarily through observation and without others knowingly providing instructions |
| Learning media assessment (LMA) | Is an evaluation of students who have visual impairments to determine the learning medium in which they function most efficiently as well as to identify those media in which additonal instruction may be necessary |
| Learning medium | is the term used to describe the format(s) of reading and literacy materials available to individuals who have visual impairments and may include braille, print, large print, audiotapes, and access technology |
| Legal blindness | Is a term that refers to individuals whose central visual acuity, when measured in both eyes and when they are wearing corrective lenses, is 20/200 or whose visual field is no more than 20 degrees |
| Low vision | Is experienced by individuals with a visual immpairment who can use their vision as a primary channel for learning |
| Low vison specialist | Is an individual, usually an optometrist, who has specialized in the measurement of the basic visual skills of individuals with low vision and who is knowledgeable about and prescribes glasses and other assistive devices that facilitatevisual functioning in people whose vision is impaired |
| Orientation and mobility (O&M) | Is a term used to describe the two components of travel: orienttaion (knowing where you are and where you want to go) and mobility (th safe, efficient, graceful movement between two locations). For students with visual impairments, instruction in O&M often is necessary |
| Slate and stylus | Is a tool used by people who are blind to write short notes to themselves. It consists of a slate, a hinged metal template, and a stylus (a small awl) that is used to punch the dots of a message in braille on a piece of paper inserted in the slate |
| Totally blind | Describes those individuals who do not receive meaningful input through the visual sense |
| Tunnel vision | Occurs when an individual's visual field is reduced significantly so that only a small area f central visual acuity remains. The affected individual has the impression of looking through a tunnel or tube and is unaware of objects to the left, right, top, or bottom |
| Visual disability (including blindness) | Is an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness |
| Acceleration | Involves students' skipping one or more grades in order to experience higher levels of instruction and/or attending a higher-grade-level program for part of the school day |
| All-school enrichment programs | Address the top 20 percent of students in a school through special-interest groups, specialized instruction, small groups, and mentoring on individual projects |
| Autonomous learning model | Assists students in dealing with socioemotional issues that might accompany their giftedness |
| Cluster grouping | Involves grouping three to six students who are gifted and talented in the same general education classroom so that they can work together |
| Cognitive taxonomies | Are ordered lists of cognitive skills or activities that can be used to differentiate expectations for students |
| Compacting the curriculum | Involves first testing students to identify the content they have already mastered and then teaching them only the concepts that they have not yet mastered |
| Curriculum extension | Refers to efforts to expand the breadth and depth of the coverage of a given topic |
| Differentiated instruction | Involves using different strategies such as flexible student instructional grouping, learning stations and learning centers, and two educators in the same classroom |
| Multidimensional model of intelligence | Considers multiple domains of intelligence as contrasted to concentrating only on intellectual ability or academic achievement |
| Prodigy | Is a person who is gifted to the point of being unmistakably extraordinary |
| Schoolwide enrichment model | Promotes challenging, high-end learning across a range of school types, levels, and demographics differences by creating services that can be integrated across the general curriculum to assist all students, not just students who are gifted |
| Perinatal | Means at birth |
| Prenatal | Means before birth |
| Postnatal | Means after birth |
| Reinforcing stimululs | Is an event or action that follows the response and increases the possibility that the response will be exhibited again |
| Response | Is the behavior a student perfomrs when presented with a discriminative stimulus. The response is the behavior you are trying to teach the child |
| Discriminative stimulus | Is a specific event or environmental condtion that elicits a desired response. This stimulus "acquires control" over the desired response when the response is paired with a reinforcer. |
| Syndrome | Is a collection of two or more features that result from a single cause |
| Acquired | Refers to hearing losses that occur after birth |
| Cognitive tetonomies | Classify the cognitive demands related to learning targets |
| Characteristics of Inclusion | 1) Home-school placement; 2) principle of natural proportions; 3) restructuring teaching and learning; 4) age- & grade-appropriate placements |
| Principles of IDEA | 1) zero reject; 2) non-discriminatory evaluation; 3) appropriate education; 4) least restrictive; 5) procedural due process; 6) parental and student participation |
| Principles of NCLB | 1) accountability for results; 2) school safety; 3) parental choice; 4) teacher quality; 5) scientifically based methods of teaching; 6) local flexibility |
| Non-discriminatory evaluation funneling | Screening->Prereferral->Referral->Nondiscriminatory evaluation procedures |
| Closed-captioned technology | translates dialogue from a spoken language to a printed form (captions) that is then inserted at the bottom of a tv or movie screen |
| Cloze procedure | involves the modification of a text of at least 250 words by eliminating every fifth word and replacing it with a blank |
