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FRHD*2110 > Final Exam > Flashcards

Final Exam Flashcards

(57 cards)

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1
Q

Speech vs. Language

A

Speech is how we produce words and sounds, language refers to how we use these words to communicate our wants and needs

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2
Q

Communication disability

A

When speech of language is the primary disability

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3
Q

What variety of characteristics can communication disabilities be related to?

A

Receptive language, expressive language, articulation, fluency, voice

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4
Q

What can hearing loss and vision loss affect?

A

Language learning, intellectual competencies, social competencies, family life, and motor development

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5
Q

Mobility/orthopedic disabilities

A

Involves the skeleton, joints, and muscles

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6
Q

When is speech disordered?

A

When it deviates from the speech of others so much that it interferes with communication

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7
Q

When is language disordered?

A

When a student has impairment in expressive or receptive language

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8
Q

Are communication disorders more common in boys or girls?

A

Boys (2:1)

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9
Q

Aphasia

A

Cannot understand the meaning of a message or cannot produce meaningful sentences

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10
Q

Apraxia

A

Cannot make muscle movements and cannot produce meaningful speech

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11
Q

Deaf culture

A

Uses ASL as their primary means of communication

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12
Q

Preteaching

A

Teaching students with exceptionalities content before introducing the material to the class

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13
Q

Colonialism

A

Practice of control by one group of people over another group of people with the aim of economic dominance

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14
Q

Settler-colonialism

A

When foreign populations immigrate to a place to form permanent settlements through the displacement, and often genocide, of Indigenous peoples

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15
Q

What are the impacts of colonialism on inclusive education?

A

Cultural divides, infrastructure issues, and high rates of disability

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16
Q

What is the goal of the Truth and Reconciliation Commission?

A

To inform all Canadians about what happened in residential schools

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17
Q

What does culturally responsive teaching involve?

A

Using materials that respect the culture of each student

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18
Q

What are some strategies for selecting anti-bias children’s books?

A

Check the illustrations, check the storyline and relationships between people, watch for loaded words, consider the author’s background and perspective

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19
Q

Diversity

A

Variation in culture, ability, and values

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20
Q

What are the three groups of Indigenous peoples?

A

First Nations, Métis, Inuit

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21
Q

First Nations

A

Both those who are registered or Treaty Indians under the Indian Act and those who are not registered

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22
Q

Métis

A

People of mixed First Nations and European ancestry who identify themselves as Métis people

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23
Q

Inuit

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A

The Indigenous peoples of the Arctic

24
Q

Culturally relevant pedagogy

Study These Flashcards
A

Teaching approaches designed to respect the culture, life experience, and learning needs of culturally diverse students

25
Community
A group of people that interact and support each other, and are bounded by shared experiences and often by their physical proximity
26
What are some strategies for creating community?
Common vision, partnerships, time, clear communication
27
How can we support classroom interactions?
Model effective and respectful communication, create a safe environment, teach students to engage in respectful discussions
28
Restorative justice
Bringing together the victim, offender, and members of the community to discuss the effects of the crime
29
What are the 4 key principles of restorative justice?
Relationality, contextualism, dialogism, future orientation
30
Mental health
A state of mental well-being that enables people to cope with the stresses of life and realize their abilities
31
Mental health disabilities
Characterized by behavioural or emotional responses that may adversely affect capacity to socially engage with others, adapt to range of life competencies, and experience wellness
32
Anxiety
Lasting concern and fearfulness in situations which may be expressed as difficulty with separation, overdependency, and withdrawal or avoidance
33
Depression
Longer lasting and more profound sadness that interferes with daily life
34
Childhood schizophrenia
Difficulty managing emotions, relating to others, making decisions, lost sense of reality
35
What three core elements does a good learning environment have?
Good social relationships, appropriate norms for social interaction, skillful facilitation
36
What are the two most important characteristics of enforcing classroom rules?
Teaching the rules to students and tying rules to positive and negative consequences
37
Monitoring
Being responsive to student action and learning
38
What does the three-block model of UDL include?
Creating community, inclusive instructional practice, systems and structures for inclusion
39
UDL vs. DI
UDL is more focused on student-centered learning with options that are accessible for every learner, DI is a responsive practice where adjustments are made based on the individual needs of the students
40
What 5 steps does the ADAPT strategy have?
Account of students' strengths and needs, demands of the classroom, adaptations, perspectives and consequences, and teach and assess the match
41
Social development
Process over time where children learn to interact with those around them
42
Social competence
Social behaviours that enhance one's interpersonal relationships
43
Social acceptance
Response and evaluation by peers of students' social behaviours
44
What is an example of a peer-mediated approach?
Stay, Play, and Talk
45
Stay-Play, and Talk
A peer-mediated approach designed to enhance social communication skills in inclusive early childhood settings that was found to produce lasting improvements in children's social interactions
46
What 3 components are children taught in Stay, Play, and Talk?
Stay near your partner, engage with your partner, talk with and respond to your partner
47
What are some examples of school-wide approaches?
Code of conduct, schoolwide behaviour management systems, and preventing bullying
48
Peer relations
Social status or popularity with a group of peers
49
Code of conduct
Brief guidelines that identify school rules and acceptable student behaviours and describe consequences
50
Why might transitions occur?
Age, learning strengths and needs, relocation, newly identified diagnosis
51
What types of transitions are there?
Transitions into school, transitions during the school day, transitions between schools, transitions out of school to further education or to the workplace
52
Transition plans
Plans developed to ensure a positive transition for the child and family
53
What are some issues with transitions?
Limited access to inclusive programs, significant amount of work for diagnosis and funding, expectation that children and families be compliant with institutional process
54
Self-advocacy
Refers to the ability to speak up for what we need and want
55
United Nations Convention on the Rights of the Child
Human rights treaty that provides full list of rights for all children up to age of 18
56
Parent advocacy
The experience of parents speaking on behalf of their exceptional children and often on behalf of others as well
57
Activity transitions
Transitions between activities in the classroom, between lessons, or between distinct parts of lessons

FRHD*2110 (7 decks)

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