Relacionar Columnas Disability Education ConceptsVersión en línea Key terms and definitions for educators por Taylor Minor 1 Individualized Education Program (IEP) 2 Accommodation 3 Cognitive Disability 4 Individuals with Disabilities Education Act (IDEA) 5 Modifications 6 Least Restrictive Environment (LRE) 7 Physical Disability 8 Section 504 of the Rehabilitation Act of 1973 9 504 Plan A legally required plan for an eligible student under IDEA that identifies goals, services, accommodations, and educational supports. A disability that can affect thinking, learning, memory, problem-solving, and/or everyday adaptive skills. A condition that affects movement, coordination, stamina, physical access, or use of the body. A federal civil-rights law that protects people with disabilities from discrimination in schools and other programs receiving federal funding. A federal law that guarantees eligible students with disabilities access to special education and related services. The requirement that students with disabilities learn with nondisabled peers as much as is appropriate, while still receiving the support they need. A change in how a student accesses learning or shows what they know, without changing the learning standard itself. Examples include extended time, au Changes to what a student is expected to learn or how much of the curriculum they must master. Unlike accommodations, modifications can change the lea A written plan that provides accommodations and supports for a student with a disability under Section 504. 1 Interest Survey 2 Unconscious Biases 3 Equity 4 English Language Learners (ELLs) 5 Learner Profile Assessment 6 Reader Variable 7 Cultural Competence 8 Comprehensible Input 9 Schema (Reading) 10 Independent Reading Level 11 Contextualized Learning 12 Culturally Responsive Teaching The background knowledge and mental frameworks a reader uses to understand new information. Students who are developing English proficiency while also speaking or learning another language. A factor the reader brings to a text, such as background knowledge, language ability, motivation, interests, or reading skill. Automatic assumptions or attitudes that can influence a person’s decisions or actions without them realizing it. Providing each student with the specific support and access they need to have a fair opportunity to succeed. Teaching that recognizes students’ cultures, identities, experiences, and strengths and connects them to learning. A tool used to gather information about a student’s strengths, needs, interests, background, goals, and learning preferences. The ability to understand, respect, and work effectively with people from different cultural backgrounds. The level of text a student can read accurately and understand with little or no help. Language that is slightly challenging for a learner but made understandable through visuals, gestures, context, examples, and clear wording. Connecting academic content to meaningful real-world situations, students’ lives, or familiar experiences. A questionnaire used to learn about students’ hobbies, interests, preferences, goals, or favorite topics. 1 Diagnostic Assessment / Pre-Assessment 2 Norm-Referenced Tests 3 Curriculum-Based Assessments 4 Formal Assessments 5 Criterion-Referenced Tests 6 Informal Assessments Tests that compare a student’s performance to the performance of a larger group of students. Less structured ways of checking learning, such as observation, class discussion, questioning, or quick checks. Planned and structured assessments that usually have set procedures, scoring systems, or grades. An assessment given before instruction to identify what students already know, need to learn, or may misunderstand. Tests that measure whether a student meets a specific skill, standard, or learning objective. Assessments based directly on the skills and content being taught in the classroom curriculum. 1 Exit Slips 2 Universal Screener 3 Summative Assessments 4 Formative Assessments 5 Ongoing Assessment 6 Progress Monitoring Repeatedly measuring a student’s performance over time to see whether they are improving and whether supports are working. Assessments given after learning is complete to measure overall achievement, such as unit tests, final projects, or exams. Continually collecting information about student learning throughout a lesson, unit, or school year. Short responses students complete at the end of a lesson to show what they learned, found confusing, or still need help with. A brief assessment given to all students to identify who may need extra academic or behavioral support. Assessments given during learning to help the teacher and student adjust before final grading. 1 Self-Assessment 2 Peer Assessment 3 Rubric 4 Portfolio 5 Analytic Rubric 6 Performance-Based Assessment Students evaluating their own work, progress, strengths, and next steps. A scoring guide that explains the criteria for an assignment and describes different levels of quality. Students using criteria to give feedback to classmates about their work. An assessment in which students demonstrate learning by completing a task, creating a product, or performing a skill. A purposeful collection of student work that shows growth, achievement, reflection, and progress over time. A rubric that scores individual parts of an assignment separately, such as organization, evidence, grammar, and creativity. 1 Self-Assessment Rubric 2 Balanced Feedback 3 Specific Feedback 4 Exemplar 5 Timely Feedback 6 Holistic Rubric A rubric students use to evaluate their own work before submitting it. Feedback that recognizes strengths while also identifying clear areas for improvement. Feedback given soon enough for students to use it while revising or completing future work. A rubric that gives one overall score based on the overall quality of the work. A strong example of completed work that shows students what quality work can look like. Feedback that clearly identifies what a student did well, what needs work, and how to improve. 1 Writing Feedback 2 Revision Roles 3 Revision Stations 4 Writing Conference Comments and guidance that help a student improve writing skills such as ideas, organization, evidence, style, grammar, and mechanics. Different areas or activities students rotate through to revise one specific part of their writing at a time. Assigned jobs during peer revision, such as checking evidence, organization, clarity, grammar, or audience awareness. A one-on-one or small-group conversation between a teacher and student about a piece of writing and possible revisions. 1 Multimodal Teaching 2 Gallery Walk 3 Transition (between activities) 4 Glossary 5 Visual Learning 6 Direct Instruction 7 Literature Circles 8 Icebreaker Games 9 Purpose (Text Selection) 10 Kinesthetic Learning / Tactile Learning 11 Audiobook 12 Modeling 13 Reading/Writing (Multimodal Learning) 14 Metacognition 15 Skype 16 Complexity (Text Selection) 17 Student Empowerment 18 Auditory Learning A video-calling and messaging platform that can be used for virtual meetings, guest speakers, or connecting classrooms. Giving students meaningful voice, choice, responsibility, confidence, and ownership in their learning. Teaching that uses multiple ways to present and practice information, such as visuals, discussion, writing, audio, movement, and hands-on activities. How challenging a text is based on its vocabulary, structure, ideas, length, language, and required background knowledge. Demonstrating how to complete a task or think through a process so students can see an example. A recorded version of a text that is read aloud for the listener. Small student-led discussion groups in which students read and discuss a shared book or text. An activity in which students move around the room to examine, discuss, or respond to posted work, texts, images, or questions. Learning through sound, listening, discussion, oral explanation, or spoken information. Short, low-pressure activities meant to help students get acquainted, build community, and feel comfortable. The learning goal or reason a teacher chooses a specific text for students to read. An alphabetical list of important terms and their definitions, usually found at the end of a book or text. Clear, teacher-led instruction that includes explanation, modeling, guided practice, feedback, and independent practice. Learning literacy skills through more than one format, such as print, writing, audio, images, video, movement, or digital tools. Learning through movement, hands-on activities, touch, or physically doing something. The movement or change from one classroom task, activity, location, or routine to another. Thinking about and managing your own thinking, learning, and problem-solving strategies. Learning through images, diagrams, charts, demonstrations, graphic organizers, and written information.
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