D662 - Section 2 Key Terms - WGU

special education

provides extra help to students who need it because of differences in how they learn or behave; help is tailored to each student’s needs, is documented in IEP, and may include different teaching methods, unique materials, or extra support in the classroom

disability

a condition that affects a person’s body or mind, resulting in activity limitation and participation restrictions

impairment

when something is wrong with a person’s body or mind like losing a limb, vision, or memory

activity limitation

difficulty with tasks such as seeing, hearing, walking or solving problems

participation restrictions

limitations on everyday activities like working, socializing, enjoying recreational activities, or getting healthcare

physical disability/mobility impairment

impedes a person’s ability to move around freely or perform certain tasks independently due to limitations in physical function or mobility; can manifest as difficulty walking, standing, or using limbs effectively to grasp or lift objects

assistive technology

devices and tools designed to enhance independence and accessibility for individuals with mobility or physical impairments

sensory impairment

a condition that affects one or more of the senses (sight, hearing, tough, taste, smell)

Other Health Impairments (OHI)

a range of medical conditions that adversely affect a person’s health and educational performance (e.g. ADHD, asthma, epilepsy)

dyslexia

a learning disorder that affects a person’s ability to read, write, and spell accurately and fluently

dyscalculia

a learning disorder that affects a person’s ability to understand and manipulate numbers and mathematical concepts

dysgraphia

a learning disorder that affects a person’s ability to write coherently and effectively

attention deficit hyperactivity disorder (ADHD)

a neurodevelopmental disorder characterized by symptoms of inattention, impulsivity, and sometimes hyperactivity

autism spectrum disorder (ASD)

a developmental disorder that affects communication, behavior, and social interaction

cerebral palsy

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

fragile X syndrome

a genetic disorder caused by changes in the FMR1 gene, resulting in the absence or deficiency of the FMRP protein; characterized by intellectual disability, learning disabilities, and behavioral challenges

intellectual disabilities

limitations in a person’s ability to learn at an expected level and function in daily life

Tourette syndrome

a condition of the nervous system that causes people to have tics, which are sudden twitches, movements, or sounds that people do repeatedly and cannot control

mental disorders

common mental health conditions that children may experience

anxiety

persistent fears and worries that interfere with children’s activities at school, at home, or during play

depression

persistent feelings of sadness, hopelessness, or disinterest in activities once enjoyed

oppositional defiant disorder (ODD)

persistent defiant behavior often leading to significant problems at home, school, or with peers

conduct disorder (CD)

involves aggression toward others and serious violations of rules and social norms, which may result in legal issues or injuries

obsessive-compulsive disorder (OCD)

recurring unwanted thoughts and the urge to perform specific actions to alleviate anxiety, even if these behaviors seem irrational

post-traumatic stress disorder (PTSD)

a disorder that develops in children who experience severe stress or trauma, leading to symptoms like reliving the event, nightmares, irritability, avoidance, and constantly seeking potential threats

neurodiversity

embraces the idea that neurological differences— such as those associated with ASD, ADHD, dyslexia, twice-exceptional— are a normal part of human diversity rather than disorder to be fixed

neurodivergence

refers to individuals whose neurological development diverges from typical or average

speech disorders

disorders that cause difficulty forming specific sounds or words correctly or difficulties with fluency, such as stuttering

language disorders

issues with understanding and using language, which may include difficulty in comprehending words, constructing sentences, or expressing thoughts

aphasia

difficulty understanding or producing language due to brain injury

auditory processing disorder

a disorder that affects understanding the meaning of the sounds the ear receives

speech-language pathologists

specialists who support children with language or speech disorders in schools by collaborating with teachers, parents, and caregivers to develop tailored intervention plans for each child's needs

student with culturally diverse needs

someone whose home language differs from English and whose cultural background may vary from the mainstream culture

Limited English Proficiency (LEP)

describes people who have trouble speaking, reading, writing, or understanding English

language minority students

students who speak a different language at home and might struggle with English in school

sheltered English instruction

helps EL students understand academic lessons in English using activities, visuals, and simplified language; teachers focus on teaching subjects like math and science

structured English immersion

EL students learn all subjects in English, aiming for quick fluency in the language

transitional bilingualism

uses both the student's primary language and English for instruction, helping them maintain skills in both languages while transitioning to English-only classes

English as a second language

teaches EL students English language skills like speaking, reading, and writing, mainly using English with little support in the student's native language

dual language program

students learn in both English and another language, such as Spanish, to become bilingual and proficient in both languages across various subjects

Stephen Krashen

a linguistics expert known for his second-language acquisition theory; his theory encompasses five main hypotheses

acquisition-learning hypothesis

describes two ways to learn language: acquisition happens naturally through conversation; learning happens through studying grammar and rules

monitor hypothesis

how language learners use what they have learned to correct themselves; it’s like a little editor in your mind, checking language use

input hypothesis

learners improve best when they’re exposed to language just beyond their current ability; challenging but still understood

affective filter hypothesis

emotions like motivation and anxiety affect how well students learn language

natural order hypothesis

language learners tend to acquire grammar rules in a certain order; simpler rules → more complex rules; should not be followed too strictly

pre-production

“the silent period” stage where the learner absorbs a new language but does not yet speak it

early production

stage where the individual begins to speak using short words and sentences, but focus remains on listening and absorbing the new language

speech emergent

stage where speech becomes more frequent with longer words and sentences; learner still heavily relies on context clues/familiar topics

beginning fluency

stage where individual achieves fairly fluent speech in social situations with minimal errors

intermediate fluency

stage where communication in the second language becomes fluent, especially in social settings

advanced fluency

stage where individual communicates fluently across all contexts, navigating successfully in new situations and when exposed to new academic information

culturally responsive teaching

a proven teaching method that connects students' cultures, languages, and life experiences with what they learn in school

Universal Design for Learning (UDL)

an educational framework for designing flexible learning environments and curricula that provide all students—including those with diverse cultural and linguistic backgrounds—equitable access to learning opportunities

giftedness

a blend of potential and opportunity; a unique blend of cognitive and affective traits; students with giftedness process information quickly, think abstractly, and show intense curiosity; their advanced language skills and original thinking set them apart

twice-exceptional

students who have been formally identified as having exceptional abilities or talents in areas such as academics, creativity, or the arts while also being diagnosed with one or more disabilities or challenges