| Definition | Term | Chapter |
|---|
| An individually prescribed instructional plan collaboratively devised by special education and general education teachers, resource professionals, parents, and sometimes the studen | |
| People responsible for the day-to-day operation of a school | |
| A process of socializing people so that they adopt dominant social norms and patterns of behavior | |
| A secondary school that attempts to meet the needs of all students | |
| Dividing students within one classroom into ability groups | |
| Learners who need special help to reach their full potential | |
| The practice of placing students of similar abilities into groups and matching instruction to the needs of each group | |
| A stage of moral reasoning in which children develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated | |
| Placing students in a series of classes or curricula on the basis of ability and career goals | |
| The person given ultimate administrative responsibility for a school's operation | |
| Students whose first language is not English and who need help in learning to speak, read, and write in English | |
| Discrimination based on gender that limits the growth possibilities of either boys or girls | |
| How many states have English as their official language? | |
| Instruction designed to meet the unique needs of students with exceptionalities | |
| Effective high schools have enrollments between ____ and ____ students | |
| Special schools targeting grades 6-8 and designed to meet the unique social, emotional, and intellectual needs of early adolescents | |
| | Definition | Term | Chapter |
|---|
| A comprehensive approach to educating students with exceptionalities that incorporates a total, systematic, and coordinated web of services | |
| Theory that suggests that overall intelligence is composed of eight relatively independent dimensions (EXAMPLES: Musical, spatial, interpersonal, bodily-kinesthetic) | |
| Buildings that house classrooms, the library, the cafeteria, and other support functions; in addition to sometimes gymnasiums, playing fields, and swimming pools | |
| An approach to early childhood education that emphasizes individual exploration and initiative through learning centers | |
| Students at the upper end of the ability continuum who need special services to reach their full potential | |
| The practice of keeping a teacher with one group of students for more than a year | |
| A rigid, simplistic caricature of a particular group of people | |
| A preferred way of learning and studying | |
| Classes and schools where boys and girls are segregated for part or all of the day | |
| Each teacher's belief that he or she can promote learning in all students, regardless of their backgrounds | |
| Functional limitations or an inability to perform a certain act, such as hear or walk | |
| A stage of moral reasoning in which children view rules as fixed, permanent, and enforced by authority figures | |
| The knowledge, attitudes, values, customs, and behavior patterns that characterize a social group | |
| A school in which learning for all students is maximized | |
| dividing all students in a given grade level into groups, such as high, medium, and low | |
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