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