Race vs. Ethnicity: “Race often refers to an individual's genetic background & its expression in appearance (genotype & phenotype); ethnicity often refers to an individual's nationality & culture, which can include religion for some ethnic groups; these aren't strict categories.” [source: Dr. Buchanan’s notes on My Influence as a Teacher] [Long, Ariel (1406)]

Abductor spasmodic dysphonia (ABSD): A voice disorder in which the "patient exhibits normal or dysphonic voices that are suddently interrupted by temporary abduction of the vocal folds." [source: Boon, McFarlane, and Von Berg (8th ed.) ] [Johnson, Kathryn 'Katy' (1333)]

Accommodation: “Something supplied for convenience or to satisfy a need.” [source: merriam-webster.com] [Woller, Amanda (1429)]

accommodation: “adjustment of differences; reconciliation” [source: www.dictionary.com] [Schmidt, Andrea (1384)]

Accommodation: a change made where goals and objectives are same in general education classroom [source: Terminology from Dr. Bardon’s lecture on Inclusion of Students with Exceptionalities] [Klym, Katelyn (1339)]

Accommodation: Realization that prior knowledge does not work on a new experience. [source: Dr. Herr’s lecture on Child Development & Expectations] [Stewart, Hannah (1421)]

Accommodation: “Involves any modification of an existing scheme or formation of a new cognitive structure when it is not possible to fit information into an existing structure. For example, after many repeated experiences, the preschooler will develop the correct concept for the letter R.” [source: Bohlin, Durwin & Reese-Weber, 2009, Ed Psych Modules, p. 120] [Zuehlke, Courtney (1433)]

Accommodation: “A device, material, or support process that will enable a student to accomplish a task more efficiently.” [source: (Fredericks, Anthony D. Excerpt from: The Complete Idiot's Guide to Success as a Teacher; Dictionary of Educational Jargon. TeacherVision.com.3 May. 2011) ] [Lieven, Anne 'Annie' (1309)]

Accommodation: changes in presenting or assessment in a general education classroom that help students to be successful. [source: Dr.Bardon’s lecture on inclusion] [Wilker, Allison (1393)]

Accommodations: Changes in the way tests are designed or administered to respond to the special needs of students with disabilities and English learners. [source: www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]

Accommodations: Realization that prior knowledge does not work on a new experience. Example: covered object. [source: (Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations)] [Welnetz, Khala (1428)]

Accommodations: “are services or supports used to enable a student to fully access the subject matter and instruction. An accommodation does not alter the content or expectations; instead it is an adjustment to instructional methods. Accommodations should be specified in a student's IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test.” [source: http://www.partnerstx.org/SpecialEducation_Definitions.htm] [Willfahrt, Ronald (1394)]

Accomodation: Something supplied to satisfy a need. [source: The Merriam-Webster Dictionary] [Rudiger, Chelsea (1417)]

Active Involvement: “meaningful activities that allow parents/guardians to influence students’ learning, educational policies, and practices.” [source: Maysee Herr] [Ourada, Alex (1378)]

Active Involvement: “meaningful activities that allow parents/guardians to influence students’ learning, educational policies, and practices.” [source: Maysee Herr] [Hanke, Karl (1365)]

Active Involvement: “Meaningful activities that allow parents/guardians to influence students’ learning, educational policies, and practices.” [source: Maysee Herr] [Popp, Josiah (1344)]

Active Learning: “Any situation in which students learn by moving around and doing things, rather than sitting at their desks reading, filling out worksheets, or listening to a teacher. Active learning is based on the premise that if students are not active, they are neither fully engaged nor learning as much as they could.” [source: ascd.org] [Woller, Amanda (1429)]

Adaptability: Adaptabilty is the idea that, as an educator, nothing gets you rattled. When an unexpected problem or distraction occurs your classroom, you handle it in a professional manner and continue with your lesson, or adjust as necessary. The greater an educators adaptability level is, the more successful that educator is likely to be. [source: Eric Borre] [Borre, Eric (1359)]

Adaptation: “An adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations are usually included as part of a student's IEP. Adaptations can include decreasing the number of exercises the student is expected to complete, assignment of different reading materials, or use of a calculator instead of working out problems by hand.” [source: [Source:http://www.partnerstx.org/SpecialEducation_Definitions.htm]] [Urbans, Jessica (1422)]

Adaptation: The accomodation and modification of a teacher's way of using the curriculum and grading her students with disabilities. They would change the way the student comes to the same conclusion as the rest of the class or the student performs the same task but the teacher looks for different improvements for the student with disabilities. [source: Lynsey Carlson(myself)] [Carlson, Lynsey 'Lynsey' (1321)]

Adaptations: “involves an adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations are usually included as part of a student's IEP. Adaptations can include decreasing the number of exercises the student is expected to complete, assignment of different reading materials, or use of a calculator instead of working out problems by hand.” [source: http://www.partnerstx.org/SpecialEducation_Definitions.htm] [Willfahrt, Ronald (1394)]

Aided language stimulation: Aided language stimulation is a technique using augmentative and alternative communication where the facilitator uses predetermined boards that include symbols used in the activity ahead of time so they can be available when needed. The facilitator models the communication using the symbols and verbal output by pointing or highlighting to the symbol. The facilitator also provides many opportunities for the child to use and interact with the symbols [source: Beukelman, D. & Mirenda, P. (2005) Augmentative and Alternative Communication, 3rd Edition] [Drews, Samantha (1324)]

American Speech-Language-Hearing Association (ASHA): is the “professional, scientific, and credentialing association that affiliates with audiologists, speech-language pathologists, and speech, language, and hearing scientists.” They are responsible for creating and maintaining our code of ethics that professionals must adhere to. [source: http://www.asha.org/] [Zeka, Riley (1432)]

Annual Yearly Progress (AYP): measures a student’s performance, usually based on test scores. Schools are expected to do better each year. [source: Ed. 381 Notes] [Shadick, Allison (1419)]

ANOVA: “Analysis of Variance. Researchers use this statistical procedure to test differences between means of two or more groups” [source: http://www.mh.state.oh.us/what-we-do/promote/research-and-evaluation/learning-lab/research-glossary.shtml] [Ally, Sarah (1317)]

Aphasia: "A disorder in which a person has difficulty communicating caused by damage to the speech areas of the brain. This damage is typically caused by a stroke, a tumor, or a serious infection.” [source: Cognition Seventh Ed by Margaret W. Matlin] [Jordan, Sarah (1335)]

Aphasia: “a disorder that results from damage to certain parts of the brain that contain language.” This can cause problems with processing or understanding others and may affect speaking, listening, reading, or writing. [source: http://www.asha.org/public/speech/disorders/aphasia.htm] [Zeka, Riley (1432)]

Aphasia: “loss or impairment of the power to use or comprehend words usually resulting from brain damage.” [source: Merriam-Webster.com] [Frane, Katlyn (1362)]

Aphasia: "Aphasia is an acquired language problem caused by damage to the brain in the hemisphere responsible for communication. A stroke is the most common cause of aphasia, but any disease or injury that affects the language areas of the brain can result in aphasia. Aphasia affects all modes of expressive and receptive communication including speaking, writing, reading, understanding and gesturing." [source: http://www.unl.edu/aphasia/defaph.html] [Perrin, Amanda (1412)]

Applied Behavior Analysis (ABA): "Uses the principles of operant psychology to reduce problem behavior or increase positive behavior" [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rieck, Deanna (1348)]

Applied Behavior Analysis (ABA): "Uses the principles of operant psychology to reduce problem behavior or increase positive behavior" [source: [Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rieck, Deanna (1348)]] [Llinas, Anne (1341)]

Applied Behavior Analysis (ABA): Uses the principles of operant psychology to reduce problem behavior or increase positive behavior. [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Boelk, Mia (1397)]

Appropriate Education: “is an IDEA principle that requires schools to provide an Individualized Educational Program for students with disabilities that is appropriate to their educational strengths and needs” [source: Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 493. Print.] [Santkuyl, Molly (1382)]

Apraxia: also known as dyspraxia, is a “speech disorder where one has difficulty saying what he or she wants to say correctly and consistently.” This is not due to muscle paralysis but brain malfunction that does not control the speech motor systems properly. There are two types: developmental and acquired. Developmental is present from birth whereas acquired occurs after a traumatic brain injury such as stroke. [source: http://www.nidcd.nih.gov/health/voice/apraxia.html] [Zeka, Riley (1432)]

Apraxia: "A severe speech disorder characterized by inability to speak, or a severe struggle to speak clearly. Apraxia of speech occurs when the oral- motor muscles do not or cannot obey commands from the brain, or when the brain cannot reliably send those commands." [source: http://www.medterms.com/script/main/art.asp?articlekey=10943] [Perrin, Amanda (1412)]

Archaic: "Marked by the characteristics of an earlier period; antiquated." Ex: Their methods of teaching mathematics seemed archaic to me. [source: Dictionary.com] [Jude, Molly (1370)]

Artifact: a piece of evidence of my professional abilities as an educator. This could be almost anything, like a lesson plan, an essay, or a slideshow from a presentation. When I'm adding an artifact to my ePortfolio, I will first save or print it as a PDF. I will add the PDF to my ePortfolio, and I will keep the original file(s) in the correct folder in the "SOE Portfolio" folder in the "private" folder of MyFiles. Artifacts are sometimes called "work samples" or "performance tasks." [source: Kym Buchanan] [Buchanan, Kym (1)]

Asperger syndrome: “describes the traits of individuals on the autism spectrum who have significant challenges in social and emotional functioning but without significant delays in language development or intellectual functioning” [source: Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 493. Print.]] [Santkuyl, Molly (1382)]

Asperger syndrome: “describes the traits of individuals on the autism spectrum who have significant challenges in social and emotional functioning but without significant delays in language development or intellectual functioning” [source: Exceptional Lives: Special Education in Today's Schools] [Neri, Kristina 'Kristina' (1376)]

Asperger’s Syndrome: : It is an autism spectrum disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior. The most distinguishing symptom of AS is a child’s obsessive interest in a single object or topic to the exclusion of any other. [source: http://www.ninds.nih.gov] [Hellermann, Christian (1329)]

Aspiration: Material (Liquid or chewed food) entering the airway below the level of the vocal folds. [source: Corbin-Lewis, K., Liss, J.M., & Sciortino, K.L. (2004). Clinical anatomy & physiology of the swallow mechanism. Clifton Park, NY: Delmar Learning.] [Reader, Jacy (1347)]

Assessment: a process of gathering information to meet a broad range of evaluation needs [source: Dr. Larson’s lecture on Assessment and Curriculum] [Klym, Katelyn (1339)]

Assimilation: New information that is being added to existing knowledge; children are taking and digesting information [source: Dr. Herr’s lecture notes on Child Development and Expectations] [Long, Ariel (1406)]

Assimilation: “new information is being added to existing knowledge. Children are taking in and digesting information.” [source: Maysee Herr] [Ourada, Alex (1378)]

Assimilation: “new information is being added to existing knowledge. Children are taking in and digesting information.” [source: Maysee Herr] [Hanke, Karl (1365)]

Assimilation: “New information is being added to existing knowledge. Students are taking in and digesting information.” [source: Maysee Herr] [Popp, Josiah (1344)]

Assimilation: New information is being added to existing knowledge. Children are taking and digesting information. [source: (Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations)] [Welnetz, Khala (1428)]

Assimilation: Assimilation is new information being added to existing knowledge; children are taking in and digesting information. [source: Dr. Herr's lecture; Child Development and Expectations] [Shepard, Nicole (1420)]

Assimilation: New information that is being added to existing knowledge; children are taking and digesting information. [source: Dr. Herr’s lecture notes on Child Development and Expectations] [Wadinski, Danielle (1425)]

Assimilation: "New information that is being added to existing knowledge; children are taking in and digesting information." [source: Maysee Heer's lecture on Child Development and Expectations] [Bembeneck, Jacqueline (1358)]

at risk: "a label to describe students whose background, special needs, or life circumstances increase their chances of doing poorly in school, dropping out, or engaging in risky behaviors (e.g., drugs)" [source: Kym Buchanan] [Sanasac, Jennifer (1381)]

at-risk student: Students may be labeled at risk if they are not succeeding in school based on information gathered from test scores, attendance, or discipline problems. [source: www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]

Attribution: when looking at student motivation, this is the idea that students believe that their success or failure is due to internal, controlled factors or external, uncontrolled factors. [source: Dr. Kym Buchanan's lecture] [Olson, Tina (1377)]

Augmentative and alternative communication (AAC): “refers to the devices, techniques, and strategies used by students who are unable to communicate fully through natural speech and/or writing.” [source: Exceptional Lives: Special Education in Today’s Schools (6th edition) by Ann Turnbull, Rud Turnbull, and Michael L. Wehmeyer] [Katers, Amber (1371)]

Augmentative and Alternative Communication (AAC): “An area of research, clinical and educational practice. AAC involves attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of persons with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication.” [source: American Speech-Language-Hearing Association, 2005] [Randall, Erin (1346)]

Augmentative and Alternative Communication (AAC): “An area of research, clinical and educational practice. AAC involves attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of persons with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication.” [source: (American Speech-Language-Hearing Association, 2005)] [Schmit, Kimberly (1350)]

Authentic Assessment: "Authentic assessments test student abilities by measuring how well students perform under real-life or simulated contexts." [source: http://www.education.com/definition/authentic-assessment/ ] [Totzke, Michele (1354)]

Autism: “A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects educational performance. Characteristics of autism include irregularities and impairments in communication, engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if the child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance.” [source: (Bardon, Lisa. Lecture: Students with: Autism/Aspergers. 12 Apr. 2011) ] [Lieven, Anne 'Annie' (1309)]

Autism spectrum disorder: "There are 5 types of pervasive developmental disorders including autistic disorder, Rhett's disorder, childhood disintegrative disorder, Asperger syndrome, and pervasive developmental disorder not otherwise specified." [source: Exceptional Lives: Special Education in Today's Schools] [Chase, Cara (1360)]

Autism Syndrome Spectrum: “refers to five types of pervasive developmental disorders, including autistic disorder, Rhett’s disorder, childhood disintegrative disorder, Asperger syndrome, and pervasive developmental disorder not otherwise specified” [source: Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 494. Print.]] [Santkuyl, Molly (1382)]

Autonomous: 1: of, relating to, or marked by autonomy 2 : having the right or power of self-government b : undertaken or carried on without outside control : SELF-CONTAINED 3: existing or capable of existing independently b : responding, reacting, or developing independently of the whole 4: controlled by the autonomic nervous system — au•ton•o•mous•ly adverb [source: http://www.merriam-webster.com/dictionary/autonomous] [Hesser, Sarah (1331)]

Benchmark : The standard into what students should know and be able to do at developmentally appropriate levels. [source: Handout from Marsha Larson ] [Hintze, Maria (1367)]

Best Practices: instructional methods and strategies that are research-based and yield the highest student learning outcomes. [source: http://pandora.cii.wwu.edu/cii/resources/outcomes/best_practices.asp] [Olson, Tina (1377)]

Bigotry: "Stubborn and complete intolerance of any creed, belief, or opinion that differs from one's own." Ex: It is important for teachers to practice straying from bigotry. [source: Dictionary.com] [Jude, Molly (1370)]

Bloom's Taxonomy: a classification of levels of intellectual behavior important in learning; from lower-order thinking skills to higher-order thinking skills the classifications are: remembering, understanding, applying, analyzing, evaluating, and creating. [source: ED381 class handout, http://www.odu.edu/roverbau/Bloom/blooms_taxonomy.htm] [Olson, Tina (1377)]

Cleft: Any abnormal opening in an anatomical structure that should be closed. [source: Kummer, A.W. (2008). Cleft palate and craniofacial anomalies effects on speech and resonance: second edition. Clifton Park, NY: Delmar Learning.] [Reader, Jacy (1347)]

Cloze sentence: Cloze sentences are a language therapy technique when a sentence is produced by an adult with a fill-in-the blank format for the child to fill in. This is related to the zone of proximal development providing the appropriate amount of scaffolding for expressive language. [source: Reed, V. (2003). An Introduction to Children with Language Disorders, 4th Edition] [Drews, Samantha (1324)]

Cognitive Taxonomies: “are ordered lists of cognitive skills or activities that can be used to differentiate expectations for students.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.495] [Zacher, Michelle (1431)]

Cognitively Guided Instruction: “An instructional strategy in which a teacher assesses what students already know about a subject and then builds on students' prior knowledge. Students typically are asked to suggest a way to represent a real problem posed by the teacher. Guided questions, encouragement and suggestions further encourage students to devise solutions and share the outcome with the class.” [source: http://www.ncrel.org/sdrs/areas/misc/glossary.htm] [Bricker, Suzanne (1285)]

Collaborate: “to work jointly with others or together especially in an intellectual endeavor.” [source: http://www.merriam-webster.com/dictionary/collaborate] [Tomaszewski, Jessica (1353)]

Compacting the Curriculum: “involves first testing students to identify the content they have already mastered and then teaching them only the concepts that they have not yet mastered.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.495] [Zacher, Michelle (1431)]

Concept: : 1 : something conceived in the mind : thought, notion 2: an abstract or generic idea generalized from particular instances [source: http://merriam-webster.com/dictionary/concept] [Hesser, Sarah (1331)]

Condemn: ”to express an unfavorable or adverse judgment on; indicatestrong disapproval of; censure.” [source: http://dictionary.reference.com/browse/condemn] [Tomaszewski, Jessica (1353)]

Conflict Resolution: “A defined practice based on an understanding that there are various perspectives to address and solve a problem.” [source: http://www.governor.wa.gov/oeo/publications/dictionary.pdf] [Urbans, Jessica (1422)]

Constructivism: students learn best when they create/construct their own knowledge and understanding. [source: Kym Buchanan] [Ackerlund, Brittany (1356)]

Constructivism: A perspective of instruction where students are encouraged to actively engage with a lesson through experimentation. Students are agents of their own learning and construct their own thought processes for a lesson. [source: Kym Buchanan] [Santy, John (1349)]

Constructivism: "students learn best when they create/construct their own knowledge & understanding" [source: Kym Buchanan] [Kincaid, Chelsey (1405)]

Content Standards: "Standards that describe what students should know and be able to do in core academic subjects at each grade level." [source: Glossary of Education Terms. http://www.schoolwisepress.com/smart/dict/dict2.html] [Rickman, Haley (1415)]

content standards: content standards [source: www.schoolwiseexpress.com] [Clancy, Heather (1400)]

Cued Speech: “A system for enhancing speech reading; hand configurations are placed at different mouth and throat positions to distinguish between similar visual speech patterns.” [source: Foundations of Aural Rehabilitation: Children, Adults, and Their Family Members (3rd Edition) by Nancy Tye-Murray] [Katers, Amber (1371)]

Curriculum: 1: the courses offered by an educational institution 2: a set of courses constituting an area of specialization [source: http://www.merriam-webster.com/dictionary/curriculum] [Hesser, Sarah (1331)]

Deaf Culture: “A subculture that shares a common language, American Sign Language (ASL), beliefs, customs, arts, history, and folklore, primarily composed of individuals who have prelingual deafness." [source: Foundations of Aural Rehabilitation Third Ed by Nancy Tye-Murray] [Jordan, Sarah (1335)]

Deglutition: The act or process of swallowing; A bolus of liquid or chewed food is moved from mouth to the stomach for digestion. [source: Corbin-Lewis, K., Liss, J.M., & Sciortino, K.L. (2004). Clinical anatomy & physiology of the swallow mechanism. Clifton Park, NY: Delmar Learning.] [Reader, Jacy (1347)]

Delay of Gratification: delaying an immediate pleasure or reward in order to receive a greater one later, like not buying expensive snacks to save money for dinner at a nice restaurant [source: Ed. 381 Notes] [Shadick, Allison (1419)]

Delay of Gratification: “Delaying an immediate pleasure or reward in order to receive a greater one later, like not buying expensive snacks to save more money for dinner at a nice restaurant.” [source: Kym Buchanan, Lecture] [Zuehlke, Courtney (1433)]

Delay of Gratification: delaying an immediate pleasure or reward in order to receive a greater one later, like not buying expensive snacks to save money for dinner at a nice restaurant [source: Ed. 381 Notes] [Neri, Kristina 'Kristina' (1376)]

differentiated instruction : This is also referred to as "individualized" or "customized" instruction. The curriculum offers several different learning experiences within one lesson to meet students' varied needs or learning styles. For example, different teaching methods for students with learning disabilities. [source: www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]

Discrepancy Model: “is the difference between a student’s intellectual ability, as measured by an IQ test, and the student’s achievement, as measured by a standardized achievement test.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.495] [Zacher, Michelle (1431)]

Disequilibrium: sensing discrepancy between old and new experiences. [source: (Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations)] [Welnetz, Khala (1428)]

Disequilibrium: Uncertainty about a concept because the concept does not fit into preexisting schemas. [source: Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations] [Santy, John (1349)]

Diverse: composed of distinct forms or qualities [source: The Merriam-Webster Dictionary] [Rudiger, Chelsea (1417)]

Diversity: 1: the condition of having or being composed of differing elements : VARIETY; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization 2 : an instance of being composed of differing elements or qualities : an instance of being diverse

Dysarthria: "The disturbance of muscular control over the speech mechanism due to damage to the central and peripheral nervous system. Irregularities in speech, strength, timing, and accuracy may occur in speech systems." [source: Boon, McFarlane, and Von Berg (8th ed.) ] [Johnson, Kathryn 'Katy' (1333)]

Dysphagia : is “difficulty swallowing.” This is most common in older adults, premature infants, and people with traumatic brain injuries. There are several causes but is most associated with muscles that do not work properly in the throat and esophagus. [source: http://www.webmd.com/digestive-disorders/tc/difficulty-swallowing-dysphagia-overview] [Zeka, Riley (1432)]

Dysphagia: "Difficulty in swallowing, swallowing problems. Dysphagia is due to problems in nerve or muscle control. It is common, for example, after a stroke. Dysphagia compromises nutrition and hydration and may lead to aspiration pneumonia and dehydration." [source: http://www.medterms.com/script/main/art.asp?articlekey=11185] [Perrin, Amanda (1412)]

dysphagia: a problem in the oral/pharyngeal/laryngeal mechanism creating a difficulty with the swallowing reflex [source: myself] [Ally, Sarah (1317)]

D’Nealian: Method of teaching manuscript to students first learning to spell. The method encourages learning letters in a certain order so that scaffolding will occur. Some early childhood activities include, and encourage, tactile D’Nealian practice. [source: Christian Hellermann] [Hellermann, Christian (1329)]

Echolalia: "Repeating or echoing other people's language" [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rieck, Deanna (1348)]

Ecological Succession: Ecological succession is the idea that an ecosystem, such as a pond or river, will gradually but consistently change over time. Succession can be initiated naturally,

such as a fire or volcano, or as a result of outside sources, such as man-made damns on a river. Succession in a pond will eventually change a pond into a meadow or field over hundreds of years. [source: Eric Borre] [Borre, Eric (1359)]

Educational Psychology: Educational Psychology is the study of how people learn and how classroom settings have a huge impact on the way and ability that individuals learn. [source: Eric Borre] [Borre, Eric (1359)]

Egocentrism: Difficulty that children have with seeing perspectives that exist outside of their own perspective. [source: Dr. Herr’s lecture on Child Development and Expectations] [Magle, Cassandra (1407)]

Egocentrism: Difficulty children have with seeing perspectives outside of his/her own. [source: (Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations)] [Welnetz, Khala (1428)]

ELL (English Language Learner): "A person learning English whose primary language is other than English." [source: http://www.governor.wa.gov/oeo/publications/dictionary.pdf] [Urbans, Jessica (1422)]

Emergent literacy skills: "A set of foundational abilities that are considered to be developmental precursors to skilled and fluent reading." [source: Whitehurst, G.J., & Lonigan, C.J. (1998). Child developement and emergent literacy. Child Development, 69, 848-872. ] [Johnson, Kathryn 'Katy' (1333)]

Environmental Literacy: Environmental Literacy is the ability and willingness to make decisions that are consistent with maintaining a balance of quality of the environment and quality of human life and the motivation to act on these decisions either individually or collectively. [source: Professor Dan Sivek] [Borre, Eric (1359)]

Equality: Treating every person the same [source: Dr. Herr’s notes on Human Equity] [Long, Ariel (1406)]

Equality: Equality is treating every person the same way. [source: Dr. Herr's lecture; Human Equity ] [Shepard, Nicole (1420)]

Equality: Equality: Equality is treating every person the same way. [source: Dr Herr's lecture notes on Human Equity] [Wadinski, Danielle (1425)]

Equality: "the state or quality of being equal; correspondence in quantity, degree, value, rank, or ability." [source: http://dictionary.reference.com/browse/equality] [Kowbel, Michael (1372)]

Equality: treating every person the same way [source: Maysee Herr] [Wyngaard, Clare (1430)]

Equilibrium: Being mentally and emotionally neutral/ calm. [source: (Piaget Terminology from Dr. Herr’s lecture on Child Development & Expectations)] [Welnetz, Khala (1428)]

Equilibrium: Being at equilibrium is being mentally and emotionally calm and neutral. If always comfortable with what is known, learning can't occur. [source: Dr. Herr's lecture; Child Development and Expectations] [Shepard, Nicole (1420)]

Equilibrium: When at equilibrium a person is mentally and emotionally calm and neutral. If always comfortable with what is known, learning can't occur. [source: Dr. Herr's lecture notes] [VanGalder, Kimberly (1424)]

Equilibrium: Easily fitting information into preexisting schemas without extensive assimilation or accommodation. [source: Dr. Herr's lecture; Child Development and Expectations] [Santy, John (1349)]

Equity: Treating/Teaching a person on the basis of individual needs and strengths [source: Dr. Herr's lecture on Human Equity] [Magle, Cassandra (1407)]

Equity: “Treating every person according to his/her individual needs and strengths” [source: Dr. Herr’s notes on Human Equity] [Long, Ariel (1406)]

Equity: “To treat every person according to his or her individual needs and strengths.” [source: Lecture, Education 381, Maysee Herr, 4/18/2011] [Gallagher, Kathleen (1363)]

Equity: Equity is treating every person according to his/her individual needs and strengths. [source: Dr. Herr's lecture; Human Equity ] [Shepard, Nicole (1420)]

Equity: Treating every person according to his/her individual needs and strengths. [source: Dr. Herr’s lecture on Human Equity] [Stewart, Hannah (1421)]

Equity: The quality of being impartial or reasonable; fairness. [source: http://www.thefreedictionary.com/equity] [Wadinski, Danielle (1425)]

Equity: “Treating every person according to his/her individual needs and strengths.” [source: Dr. Herr's lecture on Human Equity] [Hoffman, Courtney (1402)]

Equity: Treating every person according to his/her individual needs and strengths [source: Dr. Herr's lecutre notes on Human Equity] [Gillette, Tara (1327)]

Equity: "Treating every person according to his/her individual needs and strengths." [source: Maysee Heer's lecture on Human Equity] [Bembeneck, Jacqueline (1358)]

Equity: every person according to his/her individual needs and strengths [source: Maysee Herr] [Wyngaard, Clare (1430)]

Equity: Justness or impartiality [source: The Merriam-Webster Dictionary] [Rudiger, Chelsea (1417)]

Equity vs Equality: Equality refers to “treating every person the same way.” Whereas equity refers to “treating every person according to his/her individual strengths and needs.” [source: Maysee Herr, Lecture] [Zuehlke, Courtney (1433)]

Equity vs Equality: Equality refers to “treating every person the same way.” Whereas equity refers to “treating every person according to his/her individual strengths and needs.” [source: [Source: Maysee Herr, Lecture]] [Raboin, Peter (1414)]

Ethnicity: "ethnicity often refers to an individual's nationality & culture, which can include religion for some ethnic groups; these aren't strict categories" [source: Kym Buchanan] [Kincaid, Chelsey (1405)]

Evidence Based Practice (EBP): “The clinical decision making that integrates the application of clinical experience and expertise, recognition of the needs and perspectives of the person receiving services, and identification of the best supporting scientific research evidence.” [source: Schiavetti, N., Metz, D. E. & Orlikoff, R.F. (2011). Evaluating Research in Communicative Disorders, 6th Edition, p. 10] [Randall, Erin (1346)]

Evidence Based Practice (EBP): “The clinical decision making that integrates the application of clinical experience and expertise, recognition of the needs and perspectives of the person receiving services, and identification of the best supporting scientific research evidence.” [source: (Schiavetti, N., Metz, D. E. & Orlikoff, R.F. (2011). Evaluating Research in Communicative Disorders, 6th Edition, p. 10.)] [Schmit, Kimberly (1350)]

Evidence-based practice (EBP): "A process that aims to provide clients and practitioners with the information needed to choose the best procedure for a client's benefit. Clinical decisions should be based on the most up-to-date scientific and clinical evidence relevant to a particular condition." [source: Meline, T. (2010). A research Primer for Communication Sciences and Disorders; New York: Allyn & Bacon. ] [Johnson, Kathryn 'Katy' (1333)]

Expectant pause: An expectant pause is a technique used in language therapy to facilitate expressive language. It is a pause that includes eye contact which serves as a cue to respond or take a conversational turn. It is also known as a delay. [source: Hegde,M. & Maul, C. (2006). Language Disorders in Children: An evidence-based approach to assessment and treatment.] [Drews, Samantha (1324)]

Extrinsic Motivation: “The drive to do something for another reason.” [source: Lecture, Education 381, Kym Buchanan, 3/7/2011] [Gallagher, Kathleen (1363)]

FM radio hearing aid: "a type of sensory aid in which the speaker uses a microphone and the listener wears headphones to recieve the signal" [source: Teaching Students with Languapage and Communication Disabilities by S. Jay Kuder] [Streblow, Samantha (1390)]

Formative assessment : Any form of assessment used by an educator to evaluate students' knowledge and understanding of particular content and then to adjust instructional practices accordingly toward improving student achievement in that area. [source: www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]

Formative Assessment : A type of assessment that is done before or during a probram. [source: Handout from Marsha Larson on assessment ] [Hintze, Maria (1367)]

Formative Assessment: "A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes." [source:

http://www.ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_(FAST).html] [Totzke, Michele (1354)]

Formative Assessment: process of gathering information often at the beginning or during a program thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a program [source: Dr. Larson’s lecture on Assessment and Curriculum] [Klym, Katelyn (1339)]

Functional Behavior Analysis: “involves observing and talking with a student. The goals include understanding how the student is trying to meet their needs, and redirecting the student to more constructive/adaptive choices. FBA is a core skill for special education teachers. It may also be called “functional behavior assessment.” “ [source: Kym Buchanan] [Ourada, Alex (1378)]

Functional Behavior Analysis: “involves observing and talking with a student. The goals include understanding how the student is trying to meet their needs, and redirecting the student to more constructive/adaptive choices. FBA is a core skill for special education teachers. It may also be called “functional behavior assessment.” [source: Kym Buchanan] [Hanke, Karl (1365)]

functional behavior analysis: "functional behavior analysis: involves observing and talking with a student. The goals include understanding how the student is trying to meet their needs, and redirecting the student to more constructive/adaptive choices. FBA is a core skill for special education teachers. It may also be called functional behavior assessment." [source: Kym Buchanan] [Sanasac, Jennifer (1381)]

Functional Behavior Analysis (FBA): “Involves observing and talking with a student. The goals include understanding how the student is trying to meet their needs, and redirecting the student to more constructive/adaptive choices. FBA is a core skill for special education teachers.” [source: Kym Buchanan] [Popp, Josiah (1344)]

Functional Behavior Analysis (FBA): “Involves observing and talking with a student. The goals include understanding how the student is trying to meet their needs, and redirecting the student to more constructive/adaptive choices. FBA is a core skill for special education teachers.” [source: Kym Buchanan, Lecture] [Zuehlke, Courtney (1433)]

Functional Behavior Assessment: "Addresses problem behaviors by using strategies to find the purposes of a behavior and to select interventions to directly address the problem behavior. It focuses on identifying student-specific social, affective, cognitive, and/or environmental factors associated with the occurrence of the behaviors." [source: http://cecp.air.org/fba/default.asp] [Totzke, Michele (1354)]

Generational transmission : Somthing that is pased down through generations. Can be either possitive or negative. [source: Dr. Sterling Wall ] [Hintze, Maria (1367)]

Goldenhar syndrome: “…a congenital birth defect which involves deformities of the face. It usually affects one side of the face only. Characteristics include: a partially formed or totally absent ear (microtia), the chin may be closer to the affected ear, one corner of the mouth may be higher than the other, benign growths of the eye, a missing eye.” [source: http://www.faces-cranio.org/Disord/Golden.htm] [Ally, Sarah (1317)]

Graphic Organizers : Graphic organizers are mental maps that helps students make thier thinking visible. They represent the process skills of sequencing, comparing, contrasting, classifying, inferring, drawing conclusions, problem solving, and thinking critically. [source: Handout from Marsha Larson ] [Hintze, Maria (1367)]

Guided participation: coaching a student through an activity, letting the student make decisions and take ownership as much as possible. [source: Kym Buchanan] [Ackerlund, Brittany (1356)]

Guided participation: Directing a student toward a conclusion without giving an explicit answer. [source: Kym Buchanan] [Santy, John (1349)]

Hawaii Early Learning Profile (HELP): The Hawaii Early Learning Profile (HELP) is an assessment tool for children ages birth to three. It is an informal assessment tool that is family-centered and curriculum-based which includes the areas: self help, social, fine motor, gross motor, language, cognitive, and regulatory/sensory organization. [source: Nicolosi, L., Harryman, E., & Kresheck, J. (2003) Terminology of Communication Disorders: Speech-Language-Hearing, 5th edition] [Drews, Samantha (1324)]

Higher Level Questions: High level questions require complex thinking; gets at a students' understanding of "big ideas"; more meaningful learning. [source: Dr. Herr's lecture; Basic Cognitive Perspective: Information Processing Theory] [Shepard, Nicole (1420)]

IDEA - Individuals with Disabilities Education Act: "Law that requires states to provide appropriate public education to students with disabilities aged 3 - 21" [source: Ed Psych Modules by Lisa Bohlin et al] [Streblow, Samantha (1390)]

IDEA - Individuals with Disabilities Education Act: "Law that requires states to provide appropriate public education to students with disabilities aged 3 - 21" [source: Ed Psych Modules by Lisa Bohlin et al] [Boelk, Mia (1397)]

IEP -Individualized Education Plan: "A plan for students with disabilities who are eligible for speecial education, which outlines curricula, educational modifications, and provision of service inteended to enhance or improve the student's academic, social, or behavior skills" [source: Ed Psych Modules by Lisa Bohlin et al] [Streblow, Samantha (1390)]

IEP-Individualized Education Plan: "A plan for students with disabilities who are eligible for special education, which outlines curricula, educational modifications, and provision of service intended to enhance or improve the student's academic, social, or behavior skills" [source: Ed Psych Modules, p. 578] [Rickman, Haley (1415)]

Improvisation: "perform without preparation" "manage in a makeshift way; do with whatever is at hand" [source: http://wordnetweb.princeton.edu/perl/webwn?s=improvise] [Kowbel, Michael (1372)]

Inclusion: Children with disabilities should be educated in the general education classroom to the maximum extent appropriate for the student with the disability and the students without disabilities. Removal of students with a disability should only happen if the nature/severity of the disability cannot be achieved satisfactorily or the education of the other students is affected.

[source: [Source: Turnball &Wehmeyer, 2010, Exceptional Lives: Special Education in Today’s Schools, p.500]] [Urbans, Jessica (1422)]

Inclusion: Inclusion is an effort to make sure students with disabilities go to school along with their friends and neighbors while also receiving whatever, “specially designed instruction and support” they need to achieve high standards and succeed as learners. [source: [Source: National Institute for Ubran School Improvement. http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf] ] [Raboin, Peter (1414)]

Inclusionary Practice: Inclusion is the effort to ensure that students with disabilities are able to attend school alongside their peers while also receiving any accommodations or special services they need “to achieve high standards and succeed as learners.” [source: http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf] [Randall, Erin (1346)]

Inclusionary Practice: Inclusion is the effort to ensure that students with disabilities are able to attend school alongside their peers while also receiving any accommodations or special services they need “to achieve high standards and succeed as learners.” [source: (http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf)] [Schmit, Kimberly (1350)]

Inclusionary Standard: "embeddting certain criteria within a definition so as to clearly state the conditions that they definition covers. For example, in the IDEA definition of learning disabilities, perceptual disabilities, brain injury, minimal brain dysfuntion, dyslexia, and developmental aphasia are included conditions." [source: Exceptional Lives: Special Education in Today's Schools] [Chase, Cara (1360)]

Individualized Education Plan: a written plan for serving students with disabilities ages 3 through 21. [source: Turnbull, Turnbull, and Wehmeyer, 2010. Exceptional Lives: Special Education in Today’s Society] [Hellermann, Christian (1329)]

Individualized Education Plan (IEP): A written plan/program developed by the schools special education team with input from the parents and specifies the students academic goals and the method to obtain these goals. The plan also identifies transition arrangements. [source: http://specialed.about.com/od/specialedacronyms/g/iep.htm] [Wadinski, Danielle (1425)]

Individualized Education Plan (IEP): “a federally mandated written plan developed by an interdisciplinary educational team identifying services and supports for children ages 3 to 21 who have been determined eligible for special educational services.” [source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p.213] [Stanelle, Haley (1389)]

Individualized Education Plan (IEP): “a federally mandated written plan developed by an interdisciplinary educational team identifying services and supports for children ages 3 to 21 who have been determined eligible for special educational services.” [source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p.213] [Averkamp, Ashley (1357)]

Individualized Education Program: “a written plan for serving students with disabilities ages 3 through 21.” [source: Turnbull, Turnbull, and Wehmeyer, 2010. Exceptional Lives: Special Education in Today’s Society] [Ourada, Alex (1378)]

Individualized Education Program: “a written plan for serving students with disabilities ages 3 through 21.” [source: Turnbull, Turnbull, and Wehmeyer, 2010. Exceptional Lives: Special Education in Today’s Society] [Hanke, Karl (1365)]

Individualized Education Program: “A written plan for serving students with disabilities ages 3 through 21.” [source: Turnbull, Turnbull, and Wehmeyer, 2010. Exceptional Lives: Special Education in Today’s Society] [Popp, Josiah (1344)]

Individualized Education Program: A written plan for serving students with disabilities ages 3 through 21 [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition)] [Gillette, Tara (1327)]

Individualized Education Program (IEP): “is a written plan for serving students with disabilities ages 3 through 21.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Zacher, Michelle (1431)]

Individualized Education Program (IEP): “is a written plan for serving students with disabilities ages 3 through 21” [source: Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 497. Print.]] [Santkuyl, Molly (1382)]

Individualized Education Program (IEP): “is a written plan for serving students with disabilities ages 3 through 21.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Muetzel, Amanda (1410)]

Individualized Education Program (IEP): “a written plan for serving students with disabilities ages 3 through 21” [source: “Exceptional Lives: Special Education In Today’s Schools"] [Schmidt, Andrea (1384)]

Individualized Education Program (IEP): “is a legal document designed by a team of educators, specialists, and the child's parent(s)/guardian(s) that outlines the child's learning/behavioral goals and objectives. This document must be updated at least every 12 months; however, an IEP team meeting can be called by any member of the team at anytime. The IEP includes a description of the child's present level of educational performance and identifies annual goals and objectives along with methods for assessing progress toward goals and objectives. In addition, the IEP includes any necessary supports, accommodations, adaptations, and/or related services.” [source: http://www.partnerstx.org/SpecialEducation_Definitions.htm] [Willfahrt, Ronald (1394)]

Individualized Educational Plan (IEP): “a written plan for serving students with disabilities ages 3 through 21.” [source: Exceptional Lives: Special Education in Today’s Schools (6th Edition)] [Wilker, Allison (1393)]

Individualized Family Service Plan: “The Individualized Family Service Plan (IFSP) is both a process and a document intended to assist families and professionals in a community in their combined efforts to meet the developmental needs of a young child from birth to age three with special needs.” [source: http://www.ifspweb.org/what_is.html] [Randall, Erin (1346)]

Individualized Family Service Plan (IFSP): Individualized Family Service Plan (IFSP) is a service plan that addresses the developmental needs for children who are within the age ranges

from birth to three years old who have special needs. [source: Nicolosi, L., Harryman, E., & Kresheck, J. (2003) Terminology of Communication Disorders: Speech-Language-Hearing, 5th edition] [Drews, Samantha (1324)]

Individualized Family Service Plan (IFSP): “The Individualized Family Service Plan (IFSP) is both a process and a document intended to assist families and professionals in a community in their combined efforts to meet the developmental needs of a young child from birth to age three with special needs.” [source: (http://www.ifspweb.org/what_is.html)] [Schmit, Kimberly (1350)]

Individuals with Disabilities Act: "The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services." [source: http://idea.ed.gov/] [Totzke, Michele (1354)]

Individuals with Disabilities Education Improvement Act (IDEIA): the nation’s special education law which was passed in 2004. In exchange for federal funding, IDEIA requires states to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). The statute also outlines a detailed due process procedure to ensure that all students receive FAPE. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEIA Part C. Children and youth (ages 3-21) receive special education and related services under IDEIA Part B. [source: http://www.in.gov/ipas/2411.htm and http://idea.ed.gov/] [Olson, Tina (1377)]

Informal Assessments: "sitting next to a child and asking him/her about work, asking a whole class at the beginning of the lesson what they learned the last class" [source: Maysee Herr] [Kincaid, Chelsey (1405)]

Integral: “Of, pertaining to, or belonging as a part of the whole; constituent or component." Ex: Each student is integral to my classroom. [source: Dictionary.com] [Jude, Molly (1370)]

Intrinsic Motivation: “The drive to do something for its own sake.” [source: Lecture, Education 381, Kym Buchanan, 3/7/2011] [Gallagher, Kathleen (1363)]

Intrinsic motivation vs. Extrinsic motivation: “drive to do something for its own sake, vs. drive to do something for another reason, like a bribe.” [source: Kym Buchanan] [Hanke, Karl (1365)]

Intrinsic motivation vs. Extrinsic motivation: “Drive to do something for its own sake, vs. drive to do something for another reason, like a bribe.” [source: Kym Buchanan] [Popp, Josiah (1344)]

Intrinsic Motivation vs. Extrinsic Motivation: “drive to do something for it’s own sake vs. drive to do something for another reason, like a bribe; motivation to learn is the most valuable intrinsic motivation in education.” [source: Kym Buchanan, 2011, http://education.uwsp.edu/381/activities/50_motivation_meaning/index.php] [Jansen, Nicholas (1403)]

Intrinsic motivation vs. Extrinsic motivation: : “drive to do something for its own sake, vs. drive to do something for another reason, like a bribe.” [source: Kym Buchanan] [Ourada, Alex (1378)]

Joint Attention: "situation in which two individuals are paying attention to the same thing" [source: Teaching Students with Languapage and Communication Disabilities by S. Jay Kuder] [Streblow, Samantha (1390)]

Joint Commission on the Accreditation of Health Care Organizations (JCAHCO): “A regulatory body that oversees the quality of care provided to patients in a variety of health care facilities.” [source: Introduction to Clinical Methods in Communication Disorders (2nd Edition) by Rhea Paul and Paul W. Cascella] [Katers, Amber (1371)]

Just Noticeable Difference: “JND; the smallest increment of stimulus change in which the stimulus can be perceived as different.” [source: Foundations of Aural Rehabilitation: Children, Adults, and Their Family Members (3rd Edition) by Nancy Tye-Murray] [Katers, Amber (1371)]

Late Talker: Any child that is over the age of two years old and has not put at least two words together and has a lexicon of 50 words or less. [source: (Riley Zeka courtesy of Dr. Terrell’s COMD 366 class)] [Zeka, Riley (1432)]

Learned Helplessness: “A tendency to be a passive learner who depends on others for decisions and guidance.” [source: www.siena.edu/pages/2761.asp] [VanAsten, Holly (1423)]

Learned helplessness: if a teacher helps or controls too much, a student may stop trying as hard. [source: Kym Buchanan] [Ackerlund, Brittany (1356)]

Learning Disability: “A disorder in one or more of the basic psychological processes involved in understanding or using language. May manifest itself in an imperfect ability to: Listen, think, speak, read, write, spell, or do math” [source: (Bardon, Lisa. Lecture: Learning Disabilities. 1 Mar. 2011) ] [Lieven, Anne 'Annie' (1309)]

Least Restrictive Environment: "an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services” [source: “Exceptional Lives: Special Education In Today’s Schools"] [Schmidt, Andrea (1384)]

Least Restrictive Environment: "an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services” [source: Exceptional Lives: Special Education In Today’s Schools. 2010. ] [VanGalder, Kimberly (1424)]

Least Restrictive Environment: "an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services” [source: “Exceptional Lives: Special Education In Today’s Schools"] [Neri, Kristina 'Kristina' (1376)]

Least Restrictive Environment: "an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education setting only when the nature or severity of their

disability cannot be addressed with the use of supplementary aids and services." [source: Exceptional Lives: Special Education in Today's Schools] [Chase, Cara (1360)]

Least Restrictive Environment (LRE): “is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Zacher, Michelle (1431)]

Least restrictive environment (LRE): “is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do no t have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services” [source: Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 497. Print.]] [Santkuyl, Molly (1382)]

Least Restrictive Environment (LRE): “is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Muetzel, Amanda (1410)]

Least restrictive environment (LRE): “is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do no t have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services” [source: [Turnbull, Ann P., H. Rutherford. Turnbull, and Michael L. Wehmeyer. "Glossary." Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill, 2010. 497. Print.]] [Santkuyl, Molly (1382)]] [Llinas, Anne (1341)]

Least Restrictive Environment (LRE): “Is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Wadinski, Danielle (1425)]

Least Restrictive Environment (LRE): "an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services." [source: Exceptional Lives: Special Education In Today’s Schools, page 497] [Hoffman, Courtney (1402)]

Least Restrictive Environment (LRE): “Is an IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or

severity of their disability cannot be addressed with the use of supplementary aids and services.” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition), p.497] [Averkamp, Ashley (1357)]

Least Restrictive Environment (LRE): “IDEA principle that requires that students with disabilities be educated to the maximum extent appropriate with students who do not have a disability and that they be removed from regular education settings only when the nature or severity of their disability cannot be addressed with the use of supplementary aids and services.” LRE does not equal full inclusion. [source: Exceptional Lives: Special Education in Today’s Schools (6th Edition)] [Wilker, Allison (1393)]

Lesson Plan: "A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan." [source: http://en.wikipedia.org/wiki/Lesson_plan] [Kowbel, Michael (1372)]

Magnanimous: “Generous in forgiving an insult or injury; free from petty resentfulness or vindictiveness.” Ex: My students are surprisingly magnanimous towards one another. [source: Dictionary.com] [Jude, Molly (1370)]

Mainstreaming: "The practice of placing students with disabilities in regular classrooms; also known as inclusion." [source: Glossary of Educational Terms. http://www.schoolwisepress.com/smart/dict/dict4.html] [Rickman, Haley (1415)]

Mainstreaming: "The practice of placing students with disabilities in regular classrooms;also known as inclusion." [source: Glossary of Educational Terms; http://www.schoolwisepress.com/smart/dict/dict4.html] [Bembeneck, Jacqueline (1358)]

Malleable: “ Able to be hammered or pressed permanently out of shape without breaking or cracking.” [source: http://dictionary.reference.com/browse/malleable] [Tomaszewski, Jessica (1353)]

Metacognition: "Focusing attention, being organized, engaging in future planning, and solving problems" [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rieck, Deanna (1348)]

Metacognition: "Focusing attention, being organized, engaging in future planning, and solving problems" [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rickman, Haley (1415)]

Metacognition: "Focusing attention, being organized, engaging in future planning, and solving problems" [source: [Exceptional Lives: Special Education in Today's Schools (6th Edition)] [Rieck, Deanna (1348)]] [Llinas, Anne (1341)]

Metacognition: thinking about your own thinking, like monitoring your learning [source: Ed. 381 Notes] [Shadick, Allison (1419)]

metacognition: Thinking about thinking; thinking about one's own and others' knowledge such as skills, memory capabilities, and the ability to monitor thinking [source: Ed Psych Modules by Lisa Bohlin et al pg 215] [Gillette, Tara (1327)]

metacognition: "awareness and understanding one's thinking and cognitive processes; thinking about thinking" [source: http://dictionary.reference.com/browse/metacognition] [Sanasac, Jennifer (1381)]

Metacognition: "Focusing attention, being organized, engaging in future planning, and solving problems" [source: [source: Exceptional Lives: Special Education in Today's Schools (6th Edition)] ] [Raboin, Peter (1414)]

Modification: "A change in what is being taught and expected of the child." [source: http://nichcy.org/schoolage/iep/iepcontents/specialeducation] [Totzke, Michele (1354)]

Modification: a change made where goals and objectives are different in a general education classroom. Parent approval needed [source: Terminology from Dr. Bardon’s lecture on Inclusion of Students with Exceptionalities] [Klym, Katelyn (1339)]

Modification: “Changes in the instruction, course content, or outcomes for special needs students.” [source: (Fredericks, Anthony D. Excerpt from: The Complete Idiot's Guide to Success as a Teacher; Dictionary of Educational Jargon. TeacherVision.com.3 May. 2011) ] [Lieven, Anne 'Annie' (1309)]

Modification: Changes to the overall objective concerning students with severe disabilities. [source: Dr. Bardon's lecture on inclusion] [Wilker, Allison (1393)]

Modifications: “involves an adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education.” [source: http://www.partnerstx.org/SpecialEducation_Definitions.htm] [Willfahrt, Ronald (1394)]

Modify: Moderate, change, alter [source: The Merriam-Webster Dictionary] [Rudiger, Chelsea (1417)]

Motivation = Expectancy X Value: My drive to try depends on whether I think I can succeed, and whether the results are meaningful to me. [source: Dr. Buchanan’s lecture on Motivation & Meaning] [Stewart, Hannah (1421)]

multivariate: “pertaining to any procedure involving two or more variables” [source: http://www.thefreedictionary.com/multivariate] [Ally, Sarah (1317)]

Muse: “To think or meditate in silence, as on some subject.” Ex: I sat to muse about how to improve today’s lesson. [source: Dictionary.com] [Jude, Molly (1370)]

Musical Pedagogy: the art of harnessing certain teaching skills in regards to music education, which help broaden student involvement, knowledge, and success in life [source: http://www.intime.uni.edu/model/Portuguese_Model/teacher/teac4.html] [Kowbel, Michael (1372)]

Musicianship: "artistry in performing music" [source: http://wordnetweb.princeton.edu/perl/webwn?s=musicianship] [Kowbel, Michael (1372)]

Need for Relatedness: need for relatedness (i.e., need for intimacy): wanting to have close, deep, dependable relationships with other people, including friendships & romantic relationships [source: http://education.uwsp.edu/381/activities/50_safety_inclusion/index.php] [Rieck, Deanna (1348)]

Nirvana: "the final beatitude that transcends suffering, karma, and samsara and is sought especially in Buddhism through the extinction of desire and individual consciousness." [source: http://www.merriam-webster.com/dictionary/nirvana] [Tomaszewski, Jessica (1353)]

No Child Left Behind Act of 2001: “NCLB; reauthorized several federal programs aimed at improving the performance of U.S. primary and secondary schools by increasing the standards of accountability at the school, district, and state levels.” [source: Foundations of Aural Rehabilitation: Children, Adults, and Their Family Members (3rd Edition) by Nancy Tye-Murray] [Katers, Amber (1371)]

NPO: Nothing per oral; nothing by mouth. Abbreviation that is often seen in medical charts for individuals not able to tolerate food or liquid by oral intake. Instead nutrients is given through a feeding tube (inserted through nose or stomach). [source: Self definition modified from : Corbin-Lewis, K., Liss, J.M., & Sciortino, K.L. (2004). Clinical anatomy & physiology of the swallow mechanism. Clifton Park, NY: Delmar Learning.] [Reader, Jacy (1347)]

Ownership: “Teaching practices congruent with a metacognitive approach to learning include those that focus on sense-making, self-assessment, and reflection on what worked and what needs improving.” [source: How People Learn, p. 12] [VanAsten, Holly (1423)]

Paradigm: A paradigm is any idea that guides our interpretation of events in our lives. These paradigms that guide human's way of thinking change as new information makes itself available. For example, 1000 years ago, a paradigm was that the world was flat. Today, we know that our world is not flat. [source: Eric Borre] [Borre, Eric (1359)]

parallel talk : "language instuctional technique in which the adult verbalizes actions taken by the child" [source: Teaching Students with Languapage and Communication Disabilities by S. Jay Kuder] [Streblow, Samantha (1390)]

Pedagogy: This is your philosophy on education or your philosophy of teaching [source: Dr. Herr's lecture on Teaching Philosophy] [Magle, Cassandra (1407)]

Pedagogy: This is your philosophy on education or your philosophy of teaching [source: Dr. Herr's lecture on My Teaching Philosophy] [Muetzel, Amanda (1410)]

Pedagogy: "a practical philosophy of teaching; philosophy on education." [source: Dr. Maysee Herr, lecture on Teaching Philosophy] [Jansen, Nicholas (1403)]

Pedagogy: Practical philosophy on teaching; philosophy on education. [source: Dr. Herr’s lecture on Teaching Philosophy] [Stewart, Hannah (1421)]

Pedagogy: “the art, science, or profession of teaching.” [source: Merriam-webster.com] [Frane, Katlyn (1362)]

Pedagogy: the art, science, or profession of teaching; especially : education [source: http://www.merriam-webster.com/dictionary/pedagogy] [Hesser, Sarah (1331)]

Pedagogy: a practical philosophy of teaching; philosophy on education,the art, science, or profession of teaching. [source: Dr. Herr’s lecture on Teaching Philosophy and Merriam-webster.com] [Heise (was Petts), Meghan (1379)]

Penetration: Material falls below level of the vallecule; material does not fall below true vocal folds. [source: Corbin-Lewis, K., Liss, J.M., & Sciortino, K.L. (2004). Clinical anatomy & physiology of the swallow mechanism. Clifton Park, NY: Delmar Learning.] [Reader, Jacy (1347)]

People First Language: “Puts the person before the disability. (A disability) describes what a person has NOT what a person is.” [source: Dr. Bardon’s notes from D2L about People First Language] [Magle, Cassandra (1407)]

People First Language: “Puts the person before the disability. (A disability) describes what a person has NOT what a person is.” [source: Dr. Bardon’s notes from D2L about People First Language] [Long, Ariel (1406)]

People First Language: “Puts the person before the disability. (A disability) describes what a person has NOT what a person is.” [source: Dr. Bardon’s notes from D2L about People First Language] [Hoffman, Courtney (1402)]

People First Language: “Puts the person before the disability. (A disability) describes what a person has NOT what a person is.” [source: Dr. Bardon’s notes from D2L about People First Language] [Neri, Kristina 'Kristina' (1376)]

people-first language: "describing students by their humanity first, followed by any background, special needs, or life circumstances" [source: Kym Buchanan] [Kincaid, Chelsey (1405)]

people-first language: "describing students by their humanity first, followed by any background, special needs, or life circumstances" [source: Kym Buchanan] [Sanasac, Jennifer (1381)]

Performance Task: a specific artifact for a specific course. To get my teaching license, I must complete every Performance Task for my major. To get an endorsement on my license, I must complete every Performance Task for the minor. I should add each artifact to the correct page of the correct Performance Tasks Presentation in my ePortfolio, as soon as possible. [source: Kym Buchanan] [Buchanan, Kym (1)]

Planning and Placement Team (PPT): “an interdisciplinary team consisting of educators, therapists, family members, and educational support personnel charged with the development and implementation of an Individualized Educational Plan (IEP) for students ages 3 to 21 who receive special educational services.” [source: source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p.226] [Stanelle, Haley (1389)]

Planning and Placement Team (PPT): an interdisciplinary team consisting of educators, therapists, family members, and educational support personnel charged with the development and implementation of an Individualized Educational Plan (IEP) for students ages 3 to 21 who receive special educational services. [source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p.226] [Boelk, Mia (1397)]

Pluralism: “the existence in a society of groups having distinctive ethnic origin, cultural forms, religions, etc” [source: http://dictionary.reference.com/browse/pluralism] [Randall, Erin (1346)]

Pluralism: “A conviction that various religious, ethnic, racial, and political groups should be allowed to thrive in a single society. In metaphysics, pluralism can also mean an alternative to dualism and monism. A pluralist asserts that there are more than two kinds of principles, whereas the dualist maintains there are only two and a monist only one.” [source: http://dictionary.reference.com/cite.html?qh=pluralism&ia=ahcl] [Bricker, Suzanne (1285)]

Pluralism: “the existence in a society of groups having distinctive ethnic origin, cultural forms, religions, etc” [source: (http://dictionary.reference.com/browse/pluralism)] [Schmit, Kimberly (1350)]

Podcast: “audio and video broadcasts that can be played on an iPod” (its name is a combination of the words iPod and broadcast). These can be used in education to either provide extra teaching for students or as a means of reflection for them. [source: Techterms.com, 2011, http://www.techterms.com/definition/podcast] [Jansen, Nicholas (1403)]

Portfolio: a collection of artifacts. Different portfolios can have different purposes, including earning a license, applying for a job, performance evaluation in a job, professional development, and personal growth. The purposes of my SOE Portfolio include earning a license, professional development, and personal growth. A potential employer probably won't ask for or look at my portfolio. But I can use part of my portfolio before and during an interview. [source: Kym Buchanan] [Buchanan, Kym (1)]

Portfolio: A folder holding all of a students work materials for a series of classes. They put together a portfolio to show future employers all of the work they have done in their studies at a university. [source: Lynsey Carlson (myself)] [Carlson, Lynsey 'Lynsey' (1321)]

Positive Behavior Intervention and Supports (PBIS): “A systems change method that promotes positive behaviors in students. Strategies are developed that manage student behavior in classroom settings and outside of classroom settings. All students in the school are accountable with support to behave in ways that positively affect them personally, academically, socially, and from a health perspective.” [source: http://wik.ed.uiuc.edu/index.php/PBIS_(Positive_Behavioral_Interventions_and_Supports)] [Zuehlke, Courtney (1433)]

Positive Behavior Interventions and Supports (PBIS): “A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.” [source: pbis.org] [Woller, Amanda (1429)]

Positive Behavior Interventions and Supports (PBIS): “A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and

behavioral practices for improving important academic and behavior outcomes for all students.” [source: http://www.pbis.org/school/what_is_swpbs.aspx] [VanGalder, Kimberly (1424)]

Positive Behavior Interventions and Supports (PBIS): “is a process that is consistent with the core principles of RTI. Similar to RTI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.” [source: http://www.pbis.org/school/rti.aspx] [Willfahrt, Ronald (1394)]

Positive Behavior Interventions and Supports (PBIS): PBIS is based on a problem-solving model that aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors [source: http://www.pbis.org/school/rti.aspx] [Gillette, Tara (1327)]

Positive Behavior Interventions and Supports (PBIS): “is a process that is consistent with the core principles of RTI. Similar to RTI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.” [source: http://www.pbis.org/school/rti.aspx] [Averkamp, Ashley (1357)]

Positive Behavioral Intervention and Supports (PBIS): "systemic approach to proactive, school-wide discipline based on a Response to Intervention (RtI) model. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture." [source: http://www.dpi.state.wi.us/rti/pdf/pbisoverview.pdf] [Rieck, Deanna (1348)]

Positive Behavioral Interventions & Support (PBIS): “Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.” [source: http://www.pbis.org/school/rti.aspx] [Bricker, Suzanne (1285)]

Positive Behavioral Interventions and Supports (PBIS): services that are individually designed and are provided to waiver participants who have significant behavioral difficulties that jeopardize their ability to remain in the community of choice due to inappropriate responses to events in their environment [source: http://www.health.state.ny.us/facilities/long_term_care/waiver/nhtd_manual/section_06/positive_behavior_intervention_support.htm] [Wyngaard, Clare (1430)]

Practicum: “A course of study designed especially for the preparation of teachers and clinicians that involves the supervised practical application of previously studied theory.” [source: merriam-webster.com] [Woller, Amanda (1429)]

Preservice: the period of coursework, field experience, and other preparation before I'm a licensed, professional educator. Sometimes called "pre-service" or "pre-professional." The next period is called "inservice." [source: Kym Buchanan] [Buchanan, Kym (1)]

Preservice: Assessing and working toward inservice, which is the next period. The student works through a series of assignments to deepen their knowledge of becoming a teacher and

preparing themselves within their content area. [source: Lynsey Carlson (myself)] [Carlson, Lynsey 'Lynsey' (1321)]

Procedural Due Process: “The principle of IDEA that seeks to make the schools and parents accountable to each other through a system of checks and balances.” [source: Exceptional Lives: Special Education in Today’s Schools (6th Edition)] [Wilker, Allison (1393)]

Professional Development Plan: A plan to describe the employee's continued professional growth. [source: http://www.marylandpublicschools.org/MSDE/divisions/certification/certification_branch/docs/dictionary_n_s] [Hellermann, Christian (1329)]

Professional Learning Community (PLC): “A powerful staff development approach in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.” [source: Professional Learning Communities: What Are They and Why Are They Important? Issues... about Change, Vol. 6, No. 1 (1997)] [Woller, Amanda (1429)]

Propositional Code: “An abstract, language-like representation; storage is neither visual nor spatial, and it does not physically resemble the original stimulus.” [source: Cognition Seventh Ed by Margaret W. Matlin] [Jordan, Sarah (1335)]

Race: "race often refers to an individual's genetic background & its expression in appearance (genotype & phenotype)" [source: Kym Buchanan] [Kincaid, Chelsey (1405)]

Race vs. Ethnicity: race often refers to an individuals genetic background and its expresseion in appearance; ethnicity refers to an individuals’s nationality and culture, which can include religion for some ethnic groups [source: Kym Buchanan] [Wyngaard, Clare (1430)]

Referral: "A formal request to another professional or organization, usually in writing." [source: Lecture, Education 381, Kym Buchanan, 4/25/2011] [Gallagher, Kathleen (1363)]

Referral: “occurs when an educator or a parent submits a formal request for the student to be considered for a full and formal nondiscriminatory evaluation.” [source: Turnbull, Ann, Rud Turnbull, and Michael L. Wehmeyer. Exceptional Lives: Special Education in Today’s Schools. 6th ed. Upper Saddle River, NJ: Pearson Education, 2010. Pg. 499] [Jansen, Nicholas (1403)]

Referral: The act or instance of referring (Refer- to direct or send to some person or place) [source: The Merriam-Webster Dictionary] [Rudiger, Chelsea (1417)]

Response To Intervention: “Procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction.” [source: [Source: Turnball &Wehmeyer, 2010, Exceptional Lives: Special Education in Today’s Schools, p.500]] [Urbans, Jessica (1422)]

Response To Intervention: Procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction. [source: Turnball &Wehmeyer, 2010, Exceptional Lives: Special Education in Today’s Schools, p.500] [Heise (was Petts), Meghan (1379)]

Response to Intervention (RTI): “Rigorous implementation of RTI includes a combination of high quality, culturally and linguistically responsive instruction; assessment; and evidence-based intervention. Comprehensive RTI implementation will contribute to more meaningful identification of learning and behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities and other disabilities.” [source: http://www.rti4success.org/whatisrti] [Bricker, Suzanne (1285)]

Response-To-Intervention Model: “refers to the procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction” [source: “Exceptional Lives: Special Education In Today’s Schools"] [Schmidt, Andrea (1384)]

Response-To-Intervention Model: “refers to the procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction” [source: Exceptional Lives: Special Education In Today’s Schools. 2010] [VanGalder, Kimberly (1424)]

Response-To-Intervention Model: Refers to the procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction. [source: Exceptional Lives: Special Education In Today’s Schools. 2010] [Boelk, Mia (1397)]

Response-To-Intervention Model: “refers to the procedures for providing generally effective instruction to students, monitoring their progress, and assessing the extent to which students make sufficient progress in response to their instruction” [source: Exceptional Lives: Special Education In Today’s Schools. 2010]] [Averkamp, Ashley (1357)]

Running Record: A running record allows you to assess a student's reading performance as she/he reads from a benchmark book…Running records are taken most often at the earlier stages of reading. Students who are not progressing at the expected rate should be assessed even more frequent… [source: http://www.readinga-z.com/guided/runrecord.html] [Hellermann, Christian (1329)]

Savant Syndrome: "condition in which individuals typically display extraordinary abilities in areas such as calendar calculating, musical ability, mathematical skills, memorization, and mechanical abilities." [source: Exceptional Lives: Special Education in Today's Schools] [Chase, Cara (1360)]

Scaffolding: "Scaffolding is an instructional strategy that involves supporting novice learners by limiting the complexities of the context and gradually removing those limits as learners gain the knowledge, skills, and confidence to cope with the full complexity of the context." [source: http://technologysource.org/extra/389/definition/2/] [Perrin, Amanda (1412)]

School-Wide Positive Behavioral Interventions & Support (SWPBS): “Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based

academic and behavioral practices for improving important academic and behavior outcomes for all students.” [source: http://www.pbis.org/school/what_is_swpbs.aspx] [Bricker, Suzanne (1285)]

Self-efficacy: A student's belief in their ability pertaining to a certain task. [source: http://education.uwsp.edu/381/activities/50_motivation_meaning/index.php] [Magle, Cassandra (1407)]

Self-efficacy: A student's belief in their ability pertaining to a certain task. [source: Dr. Buchanan’s lecture on Motivation & Meaning, http://education.uwsp.edu/381/activities/50_motivation_meaning/index.php] [Muetzel, Amanda (1410)]

self-handicapping: "Self-handicapping is described as an action or choice which prevents a person from being responsible for failure. Describe this strategy as making choices or acting in ways which make it possible to externalize failure and to internalize success" [source: http://www.psychwiki.com/wiki/Self-handicapping] [Sanasac, Jennifer (1381)]

self-handicapping: a student undermines his/her own chances of success, to protect his/her self-worth; prevents a real assessment of ability [source: Kym Buchanan] [Carlson, Lynsey 'Lynsey' (1321)]

Social Stigma: "Having a condition that is devalued because it deviates from a societal norm and results in a negative status being placed upon a person or group." [source: Foundations of Aural Rehabilitation Third Ed by Nancy Tye-Murray] [Jordan, Sarah (1335)]

Specific Language Impairment (SLI): is an impairment where the child has a significant language problem or disorder with no other delays, disorders, or cognitive problems. [source: Dr. Pamela Terrell] [Stanelle, Haley (1389)]

Substitutions: “occur when a person substitutes one sound for another, as when a child substitutes /d/ for the voiced /th/ (“doze” for “those”), /t/ for /k/ (‘tat’ for “cat”) or /w/ for /t/ (“wabbit” for “rabbit”).” [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition)] [Frane, Katlyn (1362)]

Summative Assessment: process of gathering information. Provides accountability and is used to check the level of learning at the end of a lesson [source: Dr. Larson’s lecture on Assessment and Curriculum] [Klym, Katelyn (1339)]

Supplementary Aids and Services: “aids, services, and other supports, provided in general education classes or other education-related settings to enable children with disabilities to be education with nondisabled children to the maximum extent appropriate” [source: “Exceptional Lives: Special Education In Today’s Schools"] [Schmidt, Andrea (1384)]

systematic review: : “…help[s] practitioners keep abreast of the medical literature by summarizing large bodies of evidence and helping to explain differences among studies on the same question.A systematic review involves the application of scientific strategies, in ways that limit bias, to the assembly, critical appraisal, and synthesis of all relevant studies that address a specific clinical question.” [source: http://www.annals.org/content/126/5/376.abstract] [Ally, Sarah (1317)]

Tactile Aids: “Aids that transducer sound to vibration and deliver it to the skin for the purpose of gross sound awareness and gross sound identification.” [source: Foundations of Aural Rehabilitation Third Ed by Nancy Tye-Murray] [Jordan, Sarah (1335)]

Talent: "Talents, as Gallup formally defines the word, are naturally recurring patterns of thought, feeling, or behavior that can be productively applied. Your talents are the ways in which you think, feel, and behave instinctively, unintentionally, and without even noticing it." [source: Liesveld & Miller, 2005, Teach With Your Strengths, p. 49 ] [Buchanan, Kym (1)]

tenure : A system of due process and employment guarantee for teachers. After serving a two-year probationary period, teachers are assured continued employment in the school district unless carefully defined procedures for dismissal or layoff are successfully followed. [source: www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]

Tenure: "A system of due process and employment guarantee for teachers. After serving a two-year probationary period, teachers are assured continued employment in the school district unless carefully defined procedures for dismissal or layoff are successfully followed." [source: [www.schoolwisepress.com/smart/dict/dict.html] [Warrenburg, Whitley (1426)]] [Llinas, Anne (1341)]

Terminal Unit (T-unit): “Terminal units of production; used to segment utterances of school-aged children and adults. Consists of an independent clause and all the dependent clauses associated with it.” [source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p.127] [Stanelle, Haley (1389)]

Theory: "A set of interrelated constructs, definitions, and propositions that represents a systematic view of phenomena by specifying relations among variables, with the purpose of explaining and predicting a phenomena." [source: Schiavetti, N. & Metz, D.E., (2011). Evaluating research in communication disorders (6th ed.) Boston: Allyn & Bacon. ] [Johnson, Kathryn 'Katy' (1333)]

Transdisciplinary Model: “means that team members have an ongoing dialogue in which they share information, knowledge, and skills in order to develop and implement a single integrated service plan for the client. In this model, there is a single assessment of the client that is completed in unison by professionals of different disciplines.” [source: Paul & Cascella, 2007, Introduction to Clinical Methods in Communication Disorders (2nd ed.), p. 263] [Stanelle, Haley (1389)]

Transitional Character : A person in a single generation changes lineage. [source: Dr. Sterling Wall ] [Hintze, Maria (1367)]

Triangulate: Taking a series of abstract or concrete thoughts of facts to place them together for the students and the teachers benefit. This would be inclusive in class. [source: Lynsey Carlson (myself)] [Carlson, Lynsey 'Lynsey' (1321)]

Triangulation: To double or triple check and confirm with other sources. This is Referring to websites and making sure they are creditable. [source: Katlyn Frane] [Frane, Katlyn (1362)]

Triangulation: Validating the credibility of a source by finding at least two other sources that reaffirm the concept presented. [source: Jeff Boyer] [Santy, John (1349)]

Triangulation: Validating the credibility of a source by finding at least two other sources that reaffirm the concept presented. [source: Jeff Boyer] [Heise (was Petts), Meghan (1379)]

Trying Trio: Admit ignorrance, take risks, make mistakes. [source: [Source: Kym Buchanan, Lecture] ] [Raboin, Peter (1414)]

Universal Design for Learning: “is the application of principles to the design of curricular and instructional materials to provide students across a wide range of abilities and from a variety of backgrounds with access to academic content.” [source: Exceptional Lives: Special Education in Today’s Schools, p. 502] [VanAsten, Holly (1423)]

Universal Design for Learning: is the application of principles to the design of curricular and instructional materials to provide students across a wide range of abilities and from a variety of backgrounds with access to academic content. [source: Exceptional Lives: Special Education in Today’s Schools, p. 502] [Heise (was Petts), Meghan (1379)]

Wait Time: “The length of time a teacher pauses after posing a question to give students time to think before being called on to respond.” [source: Ed Psych Modules, p. 578] [VanAsten, Holly (1423)]

Wait Time: “The length of time a teacher pauses after posing a question to give students time to think before being called on to respond.” [source: Ed Psych Modules, p. 578] [Rickman, Haley (1415)]

Wait time: The pause after a teacher asks a question in order to give students time to think about the question and their responses [source: Kathleen Gallagher] [Gallagher, Kathleen (1363)]

Wait time: how long a teacher pauses after asking a question; gives all students time to think before accepting an answer. [source: Kym Buchanan] [Ackerlund, Brittany (1356)]

wait time: how long a teacher pauses after asking a question; gives all students time to think before accepting an answer [source: Ed. 381 Notes] [Shadick, Allison (1419)]

Wait time: “The length of time a teacher pauses after posing a question to give students time to think before being called on to respond.” [source: Ed Psych Modules, page 578] [Hoffman, Courtney (1402)]

Wait Time: "The length of time a teacher pauses after posting a question to give students time to think before called on to respond." [source: Ed Psych Modules, p. 578] [Bembeneck, Jacqueline (1358)]

Wobbly Place: The area where most learning occurs, occuring between the student's experiences and the guidance they receive from a mentor. [source: [Source: Kym Buchanan, lecture] ] [Raboin, Peter (1414)]

Zealous: "full of, characterized by, or due to zeal; ardently active, devoted, or diligent.” [source: http://dictionary.reference.com/browse/zealous] [Tomaszewski, Jessica (1353)]

Zero Reject: “is an IDEA principle that requires schools to enroll all students who have disablilities.” Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition) [source: Turnbull, A., Turnbull, K.,& Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today’s Schools( 6th Edition)] [Frane, Katlyn (1362)]

Zero Reject: this principle prohibits schools from excluding any student with a disability (as defined by IDEIA) from a free appropriate public education. [source: Turnbull, Turnbull, & Wehmeyer, 2010, Exceptional Lives: Special Education in Today’s Schools, p.12] [Olson, Tina (1377)]

Zero Reject: "an IDEA principle that requires schools to enroll all students who have disabilities." [source: Exceptional Lives: Special Education in Today's Schools] [Chase, Cara (1360)]

Zone of Proximal Developement (ZPD): The difference between what an individual can accomplish independently and what he or she can learn with assistance from omre capable individuals. [source: Ed Psych Modules by Lisa Bohlin et al pg 124] [Gillette, Tara (1327)]

Zone of Proximal Developement (ZPD): the difference between what an individual can accomplish independently and what he or she can learn with assistance from omre capable individuals. [source: Ed Psych Modules, p. 578] [Heise (was Petts), Meghan (1379)]

Zone of Proximal Development: “the difference between what a child can do with help and what he or she can do without guidance.” [source: North Central Regional Educational Laboratory, http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpda.htm] [Jansen, Nicholas (1403)]

Zone of Proximal Development (ZPD): “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: Ed Psych Modules, p. 578] [VanAsten, Holly (1423)]

Zone of Proximal Development (ZPD): “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: Ed Psych Modules, p. 578] [Muetzel, Amanda (1410)]

Zone of Proximal Development (ZPD): “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: [Ed Psych Modules, p. 578]] [Llinas, Anne (1341)]

Zone of Proximal Development (ZPD): The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals. [source: Ed Psych Modules, p. 578] [Stewart, Hannah (1421)]

Zone of Proximal Development (ZPD): the area between what a student can do by herself and can’t do at all; the area where a student can do something with help. [source: Kym Buchanan] [Ackerlund, Brittany (1356)]

Zone of Proximal Development (ZPD): the area between what a student can do by herself and can’t do at all; the area where a student can do something with help [source: Ed. 381 Notes] [Shadick, Allison (1419)]

Zone of Proximal Development (ZPD): “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: Ed Psych Modules. 2009. p. 578] [VanGalder, Kimberly (1424)]

Zone of Proximal Development (ZPD): “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: Ed Psych Modules, page 578] [Hoffman, Courtney (1402)]

Zone of Proximal Development (ZPD): "The distance between the actual development of a child as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." [source: http://www.educ.utas.edu.au/users/ilwebb/Research/scaffolding.htm] [Perrin, Amanda (1412)]

Zone of Proximal Development (ZPD) : “The area between what a student can do by herself & can't do at all; the area where a student can do something with help; ‘the Wobbly Place’.” [source: (Buchanan, Kym. Lecture: Basic Sociocultural Perspective. 24 Jan. 2011)] [Lieven, Anne 'Annie' (1309)]

Zone of Proximal Development (ZPD): The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals. [source: Ed Psych Modules. 2009. p. 578] [Boelk, Mia (1397)]

Zone of Proximal Development (ZPD): area between what a students can do by herself and can’t do at all; the area where a student can do something with help [source: Kym Buchanan] [Wyngaard, Clare (1430)]

Zone of Proximal Development (ZPD): : “The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals.” [source: Ed Psych Modules, p. 578] [Neri, Kristina 'Kristina' (1376)]

Zone of Proximal Development (ZPD): : The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals. [source: Ed Psych Modules, p. 578] [Averkamp, Ashley (1357)]

Zone of Proximinal Development (ZPD): "The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals." [source: Ed Psych Modules, p. 578] [Bembeneck, Jacqueline (1358)]