Chapter 9
learning diversity
differences in learning based on abilities, interests, or experiences
differentiated instruction
different modes of instruction to match a student's preferred mode of learning, disability, or background
Limited English Proficiency
A person's difficulty communicating effectively in English because English is not his or her native or primary language.
special needs
a broad range of physical, mental, social, and behavioral challenges that impact learning
Individualized Education Program (IEP)
a written plan for providing a student with the most appropriate opportunity for learning
arduous
hard to accomplish or achieve
accomodations
modifications to the environment, learning strategies, or materials that are made to help students with particular special needs succeed in the classroom
kinesthetic-tactile learners
people learn best by performing hands-on or physical activities
visual learners
people who learn best by seeing
auditory learners
people who learn most easily by hearing or listening to information
motivation
personal incentive or drive to succeed
stereotype
preconceived generalizations about certain groups of people
special education
provides adapted programs, extra staff, and specialized equipment or learning environments or materials to help students with special needs to learn
ethnicity
refers to a particular racial, national, or cultural group's customs or beliefs, values, and often language and religion
English Language Learner (ELL)
students that must learn english while also mastering the content of their regular classes
Exceptional Learners
students that require special educational modifications and, perhaps, other services that align with their abilities and potential
learning styles
the methods individuals prefer and find most effective to absorb and process information
multiple intelligences
the theory that individuals have a broad range of types of intelligence, each to a different degree
mainstreaming
when schools place students with special needs in one or more regular classes based on their expected ability to keep up with the standard curriculum
inclusion
when students with special needs attend regular classes with the requirement that they will receive some benefit from the classes, even if they are not able to keep up academically with class requirements
