Exam reviewer for EDCN 109

Diversity

From the latin word Divertere, which means to turn away, separate, oppose. Also means the state or quality of being different or varied.

Marilyn Loden and Judy Rosener

Proponent of the Diversity Wheel

Age, gender, Physical Ability, Race, Ethnicity, Sexual Orientation

Primary Dimension of the Diversity Wheel

Income, Religion, Education, Education, Work Experience, Thinking Style, Personal Values, Political Beliefs, Personal Appearance, Status

Secondary Dimension of the Diversity Wheel

Respect, Inclusion, Cooperation, Responsibility.

The four Principles

Moral/Religious Model

Sees disability as either a blessing or a curse. Also the oldest model of disability.

Biomedical/Individual Model

seen as persons who are ill and meant to be treated or “made more normal.”

considers disability as a “glitch”, which needs
assessment and fixing

The goals of intervention are cure, amelioration of the physical condition to the greatest extent possible,

Functional/Rehabilitation Model

refers to the assistance given by professionals
to those who have an acquired disability in the hope of gaining back one’s functionality.

Social Model

disability is a
construct, where standards and limitations that is placed on specific groups of people are
what disable a person.

what is truly disabling is not the physical condition the way the medical model would adhere to, but the lack of opportunities and restrictions given
to a person,

Rights Based Model

“moves beyond explanation, offering a theoretical
framework for disability policy that emphasizes the human dignity of PWDs”

recognizes the PWDs vulnerability and tries to address this by upholding
and safeguarding their identities and rights as human beings

Twin Track Approach

combines
the social model and the rights-based approach model.

Special Education

tries to ensure that
those perceived to have difficulties learning will be taught, albeit in a different way

Inclusive education

places students with disabilities in
the general education classroom along with typically developing children under the supervision
and guidance of a general education teacher

2030 Agenda

The goal of inclusion is for every fabric of society to embrace diversity.

SDG 4

Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all

BP 344

Accessibility Law

RA 7277

Magna Carta for Disabled Persons

Administrative Order 35

National Disability Prevention and Rehabilitation

RA 10366

Accessible polling Places for PWDs

Proclamation No. 688

Declaring period of 2013 - 2022 as the philippine decade of Make the right real

RA 10524

Amendment of 7277 (Expanding the Positions reserved for pwds

RA 10754

An act of expanding the benefits and privileges of PWD

CSC MC no. 20

Express lanes for PWD

RA 11228

All pwd shall be covered by the national health insurance program

Ronald Mace

Coined the term Universal Design

Selwyn Goldsmith

Contributed to the idea of dropped curbs

Universal Design for Learning

A framework for making curriculum more inclusive

David Rose and Anne Meyer

Introduced UDL

Multiple means of representation

Present information in different ways to support access and understanding

Provides information in various formats (e.g., visual aids, audio, text) to cater to different learning styles

Multiple Means of Actions and expression

Offer options and supports to all so everyone can create learn and share

Allows students to demonstrate their knowledge in multiple ways, such as through writing, speaking, or creating projects.

Multiple means of Engagement

Offer options and supports to stimulate motivation and sustained enthusiasm for learning

Offers different ways for students to participate, considering interests, preferences, and motivations.

Differentiated instruction

Doing what’s fair for students

a means to provide multiple options for taking in and making sense of information.

Booth and Ainscow

came up with an Index for Inclusion

Creating inclusive Cultures

Creates a secure, accepting, collaborating, and stimulating community, in which everyone is valued as the foundation for the highest achievements of all.

Producing Inclusive Policies

makes sure that inclusion permeates all school plans. Policies encourage the participation of students and staff from the moment they join the school, reach out to all students in the locality, and minimize exclusionary pressures. All policies involve clear strategies for change Support is considered to be all activities which increase the capacity of a school to respond to student diversity. All forms of support are developed according to inclusive principles and are brought together within a single framework.

Evolving Inclusive Practices

develops school practices which reflect the inclusive cultures and policies of the school. Lessons are made responsive to student diversity. Students are encouraged to be actively involved in all aspects of their education, which draws on their knowledge and experience outside school.

Attitudinal Barrier

values systems, misconceptions, and societal norms — can lead to prejudices
and/or actual resistance to implement inclusive practices

Physical Barriers

lack of building facility, transportation, or road accessibility are types
of ____________ that can literally affect one’s mobility

Curriculum Barriers

one size fits all

does not allow room for
individual differences can significantly stunt one’s learning and opportunity for growth

Lack of teacher training and low teacher efficacy

hether training in teaching strategies,
using curriculum frameworks, or behavior and classroom management, lack of training as
well as low confidence in one’s own skills can directly affect how inclusive practices are
implemented

Poor language and communication

anguage barriers may also directly have
implications on how well inclusive practices are implemented

Lack of funding

enough funding can allow for training more teachers as well as coming
up more appropriate programs, instructional materials, or facilities; lack fo funds can be
limiting and debilitating to schools

Lack of policies

policies have the ability to unify beliefs and mobilize resources;
unfortunately, lack of it can become a convenient justification for inaction.

Organization of educational systems

centralized systems may have some type of
detachment in terms of implementing policies and seeing the reality of how such policies
are affecting learners and other stakeholders.

Too much focus on performance-based standards

schools have also reportedly refused
inclusion because of fear that the presence of learners with additional needs will pull down
their rankings in standardized tests

Equitable Use

Inclusive practices are
designed to be useful,
appealing and safe for
all students, families,
and professionals to
use

Flexible use

nclusive practices are
designed to
accommodate the
individual
preferences, abilities,
and needs of all
students, families,
and professionals.

Simple and
Intuitive Use

Inclusive practices are
designed to be easy
for all to use and
understand

Perceptible
Information

nclusive practices are
designed so that they
communicate
valuable information
to all through various
formats.

Tolerance for
Error

Inclusive practices are
designed to minimize
errors and unintended
consequences by
providing safeguards
and warnings to assist
all in using them
safely

Low Physical
Effort

Inclusive practices are designed to be used comfortably and efficiently without much effort at all

Size and Space
for Approach and Use

Inclusive practices are
designed for use by
all, regardless of their
mobility, physicality, or
way of
communication.

Community
Learners

Inclusive practices are
designed to promote
social interaction and
communication for all

Inclusive
Environment

inclusive practices are
designed to foster
acceptance and a
sense of
belongingness for all

Norm-Referenced Tests

Are standardized assessments that compare a child’s performance with a representative sample of students of the same chronological age

Criterion-referenced Tests

compare a child’s performance based on established standards and competencies and can be used to describe student performance

Authentic Assessment

provide students the opportunity to apply knowledge and skills in meaningful, real-world settings

general education classroom

is the least restrictive environment for a child with additional needs.

Accommodations

are supports provided to students to help gain full access to class content and instruction, without altering the curriculum standards and competencies expected and to demonstrate accurately what they know.

Curriculum modifications

are provided for students with significant or severe disabilities where content expectations are altered, and the performance outcomes are changed in relation to what are expected of typically developing students of the same age

Parent-Teacher Conference

are face-to-face meetings held between parents and teachers.

Written Communication

where teachers and parents write homework assignments, the student’s behavior in the classroom, as well as progress on program goals.

Digital Communication

many parents and families are more able to communicate through electronic and digital means such as email, text messages, and social network messaging systems

Home-School Contracts

contains an agreement between teachers and parents regarding behavioral and/or academic goals for a student with disability

Parent education

n may take the form of providing seminars and workshops to parents to equip them with a better understanding of their child’s disability and accompanying strengths, uniqueness, as well as specific techniques and strategies that they can practice at home.

Parent support groups

are also helpful as parents are able to ask other parents about tips and techniques to work with their children

Childfind

System of identification, location, and evaluation of all learners with disabilities not more than twenty-four (24) years of age who are not receiving basic education services for purposes of facilitating their inclusion into the general basic education system.

Pre-referral Team

comprised of special education teachers, counselors, administrators, and psychologists who collaborate to determine reasons for the observed challenges.

Informal Assessment

Teacher made test

Running Record

A continuous observation of a behavior stream for a particular period of time.

During the recording, the observer should aim not to interpret what is seen but to provide an account of a naturally occurring behavior

Anecdotal

A short, concise, nonjudgmental written record of one directly observed incident rather than a narrative about a continuous stream of behavior.These records help teachers understand a student's behavior and performance in specific situations.

Francoy’s Gagne

"Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physicalabilities, and who require differentiated educational programs to realize that potential.

Visual Impairment

An impairment in vision that, even with correction, adversely affects a child’s educational performance. Includes partial sight and blindness.

Hard of Hearing

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness

Deafness

is considered when hearing loss is above 90 decibels.

Hearing Impairment

A hearing loss below 90 decibels is called?

Languange

A formalized code used by a group of people to communicate with one another, that is primarily arbitrary.

Speech

The expression of language with sounds, or oral production.

Articulation Disorder

A child is unable to produce a sound physically. Severe disorder may render a child’s speech unintelligible. Examples are substitutions, omissions, distortions, and additions of speech sounds

Phonological Disorder

A child produces multiple patterns of sound errors with obvious impairment of intelligibility. There is also noted inconsistent articulation of sounds.

Fluency Disorder

Difficulties with the rhythm and timing of speech. Stuttering is an example marked by rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks

Voice Disorder

Problems with the quality or use of one’s voice resulting from disorders of the larynx. Voice may be excessively hoarse, breathy, or too highpitched

Expressive Language Disorder

Interferes with the production of language. A child may have very limited vocabulary that impacts communication skills or misuses words and phrases in sentences

Receptive Language Disorder

Interferes with the understanding of language. A child my have difficulty understanding spoken sentences or following the directions a teacher gives.

Phonology

refers to the sound system of a language. A phoneme is the smallest unit of sound within a language. For instance, the word dog is made up of three phonemes namely /d/-/o/-/ g/ while beans has four phonemes , /b/-/ea/-/n/-/s/.

Morphology

Morphology

Syntax

is the system of rules governing the meaningful arrangement of words, which also include grammar rules. For instance, the sentence, Ready get for the exam does not make sense unless arranged in the right sequence as Get ready for the exam.

Semantics

refers to the meanings associated with words and combination of words in a language. This also includes vocabulary, concept development, connotative meanings of words, and categories.

Pragmatics

s revolves around the social use of language, knowing what, when, and how to communicate and use language in specific context. There are three kinds of pragmatics skills: (1) using language for different purposes (e.g., narrating, explaining, requesting, etc.), (2) changing language according to the context (e.g., talking to a peer as compared to speaking to a well- respected professor), and (3) following rules for conversations and story-telling (e.g., taking turns, rephrasing when unclear, how to use facial expressions and eye contact, etc.) (American Speech- Language Hearing Association, 2011).

DEVELOPMENTAL COORDINATION DISORDER

Is a lifelong condition that makes it hard to learn motor skills and coordination. • Kids with DCD struggle with physical tasks and activities they need to do both in and out of school

Dyspraxia -

used synonymously with DCD

STEREOTYPIC MOVEMENT DISORDER

Is a condition in which a person makes repetitive, purposeless movements. • These can be hand waving, body rocking, or head banging.

CEREBRAL PALSY

Is a group of disorders that affect a person’s ability to move and maintain balance and posture.

is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles.

LEARNING DISABILITY

Is used to describe a group of disorders that affect how someone learns

you have difficulty in reading, writing, mathematics, listening, and/or speaking.

Types of Attention

Sustained, Selective, Alternating, divided,

ATTENTION DEFICIT HYPERACTVITIY DISORDER

A condition that makes it difficult for children to pay attention and/or control behavior

SELF-CARE

• Things that you do to take care of your wellbeing emotionally, physically, psychologically and spiritually;

DIFFICULTY IN SELF-CARE

Reliance on others

• No interest in developing independence

INTELLECTUAL DISABILITY

Once called mental retardation • Characterized by below-average intelligence or mental ability ( I.Q. Below 70-75) • A child with this condition can do and learn new skills, but they learn them more slowly ( speak, walk, dress, or eat without help)