SDC Chapter 2

Bronfenbrenner's ecological systems theory

• A theory of child development which outlines five levels of influence from a student's

  environment: individual, microsystem, mesosystem, exosystem, and macrosystem.

• Standards-based reform passed in 2001 as a reauthorization of the 1965 Elementary

  and Secondary Education Act. Increased educational accountability through

  standardized testing.

• Specific section of the 1973 Rehabilitation Act that forbids organizations (including

  schools) from excluding or denying services to individuals with disabilities. Individual

  student accommodations are documented in personalized 504 plans.

• Unique learning plan for students with disabilities developed annually by a team that

  includes general and special education teachers, administrators, the student's parents,

  and the student (when age-appropriate).

Maslow's hierarchy of needs

• Succession of 8 hierarchical needs, divided into deficiency needs (physiological, safety,

  belongingness & love, and esteem needs) and growth needs (need for knowledge &

  understanding, aesthetic needs, self actualization, and transcendence).

• Expectation that students with disabilities must be educated in the same setting as

  their peers who do not have disabilities, unless it is not possible for the student to

  make progress in that setting even when additional supports are added.

• Standards-based reform passed in 2001 as a reauthorization of the 1965 Elementary

  and Secondary Education Act. Increased educational accountability through

  standardized testing.

• Theory created by Howard Gardner in 2004. The eight multiple intelligences include

  musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical,

  naturalistic, intrapersonal, and visual-spatial.

multiple intelligences

• Ways in which we organize information as we confront new ideas.

• Unique learning plan for students with disabilities developed annually by a team that

  includes general and special education teachers, administrators, the student's parents,

  and the student (when age-appropriate).

• Theory created by Howard Gardner in 2004. The eight multiple intelligences include

  musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical,

  naturalistic, intrapersonal, and visual-spatial.

• Early terminology to refer to English Learners (ELs). Problematic in its deficit framing.

object permanence

• Succession of 8 hierarchical needs, divided into deficiency needs (physiological, safety,

  belongingness & love, and esteem needs) and growth needs (need for knowledge &

  understanding, aesthetic needs, self actualization, and transcendence).

• A theory of child development which outlines five levels of influence from a student's

  environment: individual, microsystem, mesosystem, exosystem, and macrosystem.

• According to Vygotsky, the difference between what a learner can do without help and

  what they can do with help.

• Realization that things continue to exist even if they are not in view. Developed during

  the sensorimotor stage of cognitive development, according to Piaget.

egocentrism

• Worldview developed during the preoperational stage of Piaget's cognitive

  developmental theory that means children see the world from their own perspective

  and not other points of view.

• Standards-based reform passed in 2001 as a reauthorization of the 1965 Elementary

  and Secondary Education Act. Increased educational accountability through

  standardized testing.

• Ways in which we organize information as we confront new ideas.

• Approach toward learning that centers social interactions as opportunities for

  constructing new knowledge. Vygotsky's sociocultural theory and zone of proximal

  development are examples of social constructivism.

schema

• Early terminology to refer to English Learners (ELs). Problematic in its deficit framing.

• Theory created by Howard Gardner in 2004. The eight multiple intelligences include

  musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical,

  naturalistic, intrapersonal, and visual-spatial.

• A theory of child development which outlines five levels of influence from a student's

  environment: individual, microsystem, mesosystem, exosystem, and macrosystem.

• Ways in which we organize information as we confront new ideas.

cognitive constructivism

• Succession of 8 hierarchical needs, divided into deficiency needs (physiological, safety,

  belongingness & love, and esteem needs) and growth needs (need for knowledge &

  understanding, aesthetic needs, self actualization, and transcendence).

• Stipulation of IDEiA that students with special needs must receive specially designed

  instruction, including special education and accommodations, that allows them to

  make meaningful progress toward the curriculum and their individual learning goals.

  All of these services must be provided at public expense.

• Act of constructing understanding of the world through cognitive development.

• Piaget's concepts of schema, equilibrium, disequilibrium, assimilation, and

  accommodation are parts of cognitive constructivism.

social constructivism

• Approach toward learning that centers social interactions as opportunities for

  constructing new knowledge. Vygotsky's sociocultural theory and zone of proximal

  development are examples of social constructivism.

• Expectation that students with disabilities must be educated in the same setting as

  their peers who do not have disabilities, unless it is not possible for the student to

  make progress in that setting even when additional supports are added.

• Stipulation of IDEiA that students with special needs must receive specially designed

  instruction, including special education and accommodations, that allows them to

  make meaningful progress toward the curriculum and their individual learning goals.

  All of these services must be provided at public expense.

• Succession of 8 hierarchical needs, divided into deficiency needs (physiological, safety,

  belongingness & love, and esteem needs) and growth needs (need for knowledge &

  understanding, aesthetic needs, self actualization, and transcendence).

Zone of Proximal Development (ZPD)

• Consortium that designed standards for and assessments of assess English language

  skills for ELs.

• According to Vygotsky, the difference between what a learner can do without help and

  what they can do with help.

• Approach toward learning that centers social interactions as opportunities for

  constructing new knowledge. Vygotsky's sociocultural theory and zone of proximal

  development are examples of social constructivism.

• Specific section of the 1973 Rehabilitation Act that forbids organizations (including

  schools) from excluding or denying services to individuals with disabilities. Individual

  student accommodations are documented in personalized 504 plans.

Limited English Proficient (LEP)

• Realization that things continue to exist even if they are not in view. Developed during

  the sensorimotor stage of cognitive development, according to Piaget.

• Approach toward learning that centers social interactions as opportunities for

  constructing new knowledge. Vygotsky's sociocultural theory and zone of proximal

  development are examples of social constructivism.

• Succession of 8 hierarchical needs, divided into deficiency needs (physiological, safety,

  belongingness & love, and esteem needs) and growth needs (need for knowledge &

  understanding, aesthetic needs, self actualization, and transcendence).

• Early terminology to refer to English Learners (ELs). Problematic in its deficit framing.