Midterm Review Flashcards
1
Q
Who was the Enlightenment philosopher who published “Letter on the Blind for the Use of Those Who See” in 1749, which laid the foundation for the education of blind students?
A
Denis Diderot
2
Q
Who established the Institute for Blind Youths in Paris in 1784, the goal being to provide opportunities for the blind to be educated and employed?
A
Valentin Huay
3
Q
Who was the first student at Huay’s institute?
A
Francois Lesueur
4
Q
Who developed the six-dot code known as braille?
A
Louis Braille
5
Q
Who was the inventor of a braille typewriter which became a significant factor in establishing the dominance of braille over other embossed codes?
A
Frank H Hall
6
Q
Who was the founder of what became the Perkins Institute, and supported the first program for the deafblind (Laura Bridgman). His notes on techniques for teaching students with deafblindness helped Anne Sullivan teach Helen Keller.
A
Samuel Gridley Howe
7
Q
Who was the first blind graduate of the UW and wrote a book called “The War of the Dots” about the standardization of an embossed code? Director of VI program for Cleveland schools, separated totally blind and low vision students. Did research on the ideal size of print for persons with low vision.
A
Robert B. Irwin
8
Q
Who was probably the most famous deafblind person in history, first blind person to receive a degree from Radcliffe, worked at AFB as a fundraiser and remained a staff member there until her death. She was a lecturer and writer and advocated for social and civil rights. Gave sighted people proof that the blind and deaf were quite capable of doing anything.
A
Helen Keller
9
Q
Who wrote “Textbook on the Education of the Blind” which described a harness for a guide dog and a training method resembling those used today. Wrote extensively on his theories, which included placing children who were blind in local school programs
A
Johann Wilhelm Klein
10
Q
Graduate of Perkins, was instrumental in teaching Helen Keller, remained Helen’s teacher, companion and guide until her death.
A
Anne Sullivan Macy
11
Q
Who was the educational consultant at AFB who conducted studies of programs for preschool children who were blind, and revealed uneven quality of services.
A
Georgie Lee Abel
12
Q
Whose research recognized the advantages of encouraging use of low vision by students with visual impairments, which resulted in expanded services for these students? She initiated one of the first TSVI programs. Coined the term “visual efficiency?” Proved that sight saving was not appropriate, but that eyesight could be improved through use.
A
Natalie Carter Barraga
13
Q
Who was an advocate of day school programs for the education of children who were blind, and taught classes in such a program in Chicago in 1900, the first well-organized, planned VI resource room. Original problems: Didn’t group students with like vision loss together, employed some sight saving techniques
A
John Curtis
14
Q
Who was the O&M instructor who wrote an essential textbook for the field as well as the “Hill Performance Test of Selected Positional Concepts.” He re-created the O&M process to make them appropriate for young children.
A
Everett “Butch” Hill
15
Q
Who wrote “Our Blind Children” and “the Changing Status of the Blind.” Was superintendent of CA school for the blind and conducted research around the use of recorded books. Leader in talking books, wrote about three basic limitations imposed on people with blindness
A
Berthold Lowenfeld
16
Q
Who was the professor of mathematics who created the Nemeth Code for Math and Science Notation, which became the official code for US, Canada, and New Zealand.
A
Abraham Nemeth
17
Q
Who edited/wrote the Foundations of Education for Blind and Visually Handicapped Children and Youth: Theory and Practice, the first textbook published for preservice TSVIs.
A
Geraldine Scholl
18
Q
Who headed the special education section of the US Department of Education and helped develop funding for university programs to establish TSVI training programs. Advocated for public day schools for students with VI in New Jersey.
A
Josephine L Taylor
19
Q
What were the first three US residential schools for the blind?
A
New England Asylum by Samuel Gridley Howe in 1829, New York Institution in 1831, and Pennsylvania Institution in 1832.
20
Q
The first school for the blind established with state funds was in which state?
A
Ohio, 1837
21
Q
In 1871, at the convention of the American Association of Instructors of the Blind, for what did Samuel Gridley Howe advocate?
A
He advocated for public day school education in all subjects not requiring visible illustration
22
Q
How did the programs for African American students with VI compare to the programs for white students?
A
Education followed the integration/segregation pattern of the geographic area. Generally programs for African American had inferior equipment, materials, and teachers had limited access to training.
23
Q
When and where were the first classes in public schools for students with VI?
A
Chicago, 1900
24
Q
When did some high school students with VI begin to attend classes at their local public high schools?
A
1930s
25
When was the RLF/ROP epidemic?
1940s - 1954
26
What was the cause of RLF/ROP?
Oxygen administration to premature babies
27
The RLF population changed education for children with VI due to which three factors?
1. Sheer number - many communities had enough students with VI to justify a teacher & resources. 2. Upper class advocacy - many students with ROP were from middle/upper class families that didn't want their children sent away for school and exerted pressure on local school boards. 3. Readiness - other day schools had already been established and were successful.
28
What was the Pine Brook Report (1954)?
A monograph that addressed the "problem" of education children with VI and gave clear definitions of several approaches to the education of students with VI.
29
What were the three approaches included in the Pine Brook Report?
The Cooperative Plan - VI room is main room, but student goes to regular ed part of the day. Integrated Plan - regular ed room is main room, but TSVI and resource room are available to help teachers adapt and provide specialized instruction. Itinerant Teacher Plan - regular ed room is main room, needs are met through cooperative efforts of gen ed teacher and itinerant teacher.
30
When did O & M instruction begin?
1965
31
How did the role of residential schools for students with VI change in the mid 1950s?
Decline in enrollment of VI only students, more students with multiple disabilities. Students from rural areas may have to attend residential schools since there were't enough students with VI to provide services at their local schools.
32
Definition of LRE?
the concept that children with disabilities ought to be educated alongside their typically developing peers to the maximum extent possible
33
Early term from IDEA (1975) that meant to include students with disabilities in education alongside their peers - originally looked like students with VI in their own room most of the day except lunch and recess.
Integration
34
In 1980, the term integration was changed to...
Mainstreaming, which meant placement in a regular classroom with nondisabled classmates, often for non-academic subjects.
35
Late in the 1980's, mainstreaming was changed to...
Inclusion, which meant that a child with a disability spends the majority of the day in the regular ed classroom.
36
Challenge of providing services in a public schools setting: Providing instruction to all students in the areas of...
...the expanded core curriculum
37
Challenge of providing services in a public schools setting: Ensuring that all instructional materials are...
... accessible to students with visual impairments
38
Challenge of providing services in a public schools setting: Ensuring that students with VI have high-quality instruction ...
by qualified teachers in all areas of the curriculum
39
Challenge of providing services in a public schools setting: Serving students effectively in...
...rural and sparsely populated regions
40
Challenge of providing services in a public schools setting: Obtaining an adequate supply of...
...appropriately trained teachers
41
Edward Alan observed what practice related to the education of students with VI in France, which he initiated in the US in 1913?
Separating braille reading students from those who could use vision to read and write. Students with all degrees of vision were no longer kept together.
42
What is the legal definition of blindness?
Central VA of 20/200 or less with corrective glasses, or visual field defect that widest visual field is no greater than 20 degrees in the better eye.
43
What is the visual acuity of students with "partial sight"?
20/70 - 20/200
44
What was the thought between "sight-saving" or "sight-conservation" classes?
Instructors thought that vision could be "used up." School activities alternated between using eyes and resting eyes.
45
What was the problem with using just the determination of "legal blindness" to assign services?
Some students with low vision were taught as though they had no vision, ophthalmologists were prescribing braille to all with legal blindness even if students had vision, "one size fits all" never fits anyone!
46
What did Barraga's landmark study in 1964 find?
In people with low vision, a program of visual stimulation could improve the utilization of remaining vision.
47
How did Barraga's study affect the education of students with VI?
Educators used a functional definition of vision rather than using just the legal definition. Definition of partial sight was broadened, so more students could use vision as their primary avenue of learning rather than being automatically assigned braille.
48
Up through the 1950's, why were students under the age of 14 with low vision rarely provided with optical devices?
Eye doctors were reluctant to provide expensive devices while a child's eyes were still growing.
49
How did the role of the optometrist change in the 1960's and 70's?
In the 1950's optometrists were considered to have less professional experience, and students with low vision were referred only to ophthalmologists. But after Barraga's study, optometrists became important to help provide optical devices and lenses for children.
50
Clinical low vision evaluation vs. functional low vision assessment?
Clinical low vision assessment is conducted by a licensed eye care specialist, functional low vision assessment conducted by professionals in education
51
Who developed the first point system for reading and writing in the dark (6 dots high and two dots wide)?
Charles Barbier
52
When did Louis Braille develop his braille code system?
1834, by the age of 25
53
How was New York Point (William Wait) different from braille?
it was two points high, one to four points wide, and smaller points were assigned to more frequently occurring letters
54
How was American braille (Joel Smith) different from braille?
Same number of points, but assigned letter based on frequency of occurrence
55
How was British Revised braille different from braille?
Three levels, the third level is highly contracted
56
In 1912, after surveying 1200 blind American and British readers, what system of braille was found to be the most preferred among them?
British Revised... but the Uniform Type Committee would not accept many of the grade 2 contractions and called it Grade 1 1/2 (aka Standard Dot)
57
Who was the first director of the AFB, who was a supporter of braille and one who wanted to end the controversy surrounding the adoption of a single code?
Robert Irwin
58
Which philanthropist was willing to invest money that would result in the adoption of braille?
MC Migel
59
When was the conference that led to the production of the handbook for Standard English Braille?
1932
60
BANA - What & when?
1976, Braille Authority of North America
61
UEB - What and when?
Unified English Braille Code, implemented in 2016 on birthdate of Louis Braille.
62
When were LMAs implemented?
1990's
63
Why were many students with VI graduating in 1970s and 80s with very low print reading rates?
Many were print readers with low vision, that may have been able to read more efficiently using braille, difficult to implement wider braille instruction due to many factors.
64
What were the three tenets upon which residential schools for the blind were originally structured upon?
1. each child must be considered an individual, 2. curriculum should conform as closely as possible to gen ed (emphasis on music and crafts??) and 3. students must be prepared to take their places in the social and economic lives of the community
65
What is a sheltered workshop?
Provided employment and shelter to people with disabilities, work environment was controlled to minimize the impact of disability on employee success
66
What were the two factors important in describing the curriculum/academic success of early schools for the blind?
1. Schools could be highly selective, so chose the students with most academic potential. 2. Few TSVIs so teachers were grounded more in subject matter than special ed
67
What two areas of employment were common for blind students not pursuing post-high school education?
Piano tuning and basket weaving
68
What is the ECC?
Body of knowledge beyond the core academic curriculum that students with VI need to learn in order to lead full, independent lives.
69
What are the 9 ECC areas?
1. Assistive technology, 2. Career education, 3. Compensatory and functional academic skills, 4. Independent living skills, 5. Orientation and mobility, 6. Recreation and leisure skills, 7. Self-determination, 8. Sensory efficiency skills, 9. Social interaction skills
70
What event(s) drove the need for a formalized program of O & M training?
World War II/ Pearl Harbor
71
What was the tactile reading and writing system developed by Valentin Huay?
Raised modified letters
72
Describe "foot travel instruction" prior to the 1960's?
Instructors were usually blind, no canes/devices
73
How did the use of white canes become prominent?
Cane use rather than guide dogs was the norm at the training centers for veterans, also state white can laws which required drivers to yield the right of way
74
When did O&M (formerly peripatologist) training begin in summer institutes at universities?
late 1950'
75
When and where was the first university O & M training program?
Boston College, 1960
76
Describe advancements in O&M in public education in the 1970's
by 1970, O & M was required for high school students, by 1974 almost half of all O &M instructors were involved with school-age populations (instead of just adults)
77
What event in the 1980's strengthened the efforts to achieve successful transitions from high school into the real world?
Merger of American Association of Workers for the Blind with Association for the Education of the Visually Handicapped into the AER - Association for Education and Rehabilitation of the Blind and Visually Impaired
78
What does "transition" mean in the special ed culture?
a smooth process for youths in moving from school and home to work and community
79
How is transition addressed in IDEA
Measurable postsecondary goals must be included in IEPs of students age 16 +
80
Who was Laura Bridgman?
First totally deaf, totally blind student at Perkins, became the "chief attraction," always had limited communication ability.
81
Who referred Anne Sullivan to the Kellers, provided Howe's notes on educating students with deafblindness as a resource, and gave moral support to Anne.
Michael Anagnos
82
What were some common causes of deafblindness?
rubella and usher syndrome
83
What epidemic affected 30,000 infants in 1964-65, causing multiple disabilities?
Rubella
84
How did the rubella epidemic affect education in the US?
In 1968 the Helen Keller National Center for Deafblind Youths and Adults was opened, and for the first time education for students was offered across state boundaries, programs for educating students who were deafblind sprang up, and university training programs were established.
85
What were the effects of deafblindness as a result of rubella?
Severe to moderate hearing loss, cataracts removed in early childhood, had some vision but lack of vision impacted their learning, behavioral challenges as a result in difficulty communicating/isolation caused by lack of two major sources of input.
86
How were children with VI selected to participate in resource room programs? Why?
programs were highly selective to ensure academic success and prove the integration of students with VI into general ed was a success
87
Why was it a big deal to agree on one standard form of reading and writing?
The education of students with VI did not truly begin until a workable method of reading and writing was devised. Braille systems began to be adopted in the mid 1800s.
Enabled people to maintain bigger library of books with one code instead of multiple codes.
88
Who were the two blind veterans that recognized the importance of O & M training for blinded WWII veterans?
Richard Hoover (Hoover Cane - longer version of white cane) and Russell Williams
89
Who was the first person to hold a doctorate in vision in the nation, put together training program at George Peabody in the 1950s. (Note: in the 1920s there weren't any training programs for VI personnel)
Sam Ashford
90
Why is Texas a leader in VI education?
Braille Bill in 1991, LMA mandated, functional blindness term rather than legal blindness, teacher requirement of braille literacy, braille equally considered to print as a medium, electronic files must be furnished in a timely manner
91
"We should be cautious about establishing segregated communities... they should be kept among sound and normal persons..." Who said it?
Samuel Gridley Howe
92
Who wrote the article "Blindness: Handicap or Characteristic?
Kenneth Jernigan
93
What was the name of Kenneth Jernigan's article?
"Blindness: Handicap or Characteristic"
94
In essence, the NFB's philosophy about blindness?
It is respectable to be blind.
95
What percentage of students with VI also have other impairments?
60-70%
96
How would you describe VI in terms of incidence (number of new cases within a period of time) and prevalence (number of new and existing cases at a particular point in time)?
Low incidence, low prevalence
97
What are 5 characteristics that students with VI tend to hold in common?
1. Distinct motor patterns (limp, stiff, gait, blindisms), 2. Problems with basic concepts (relationships, patterns, abstract concepts), 3. Differences in body language (minimal/inappropriate facial expressions or gestures), 4. Differences in social interactions (less interest in peers, inappropriate social interaction styles), 5. Perseveration (fixation on one topic)
98
What are some similarities between children with VI and children with ASD?
Deficits in achieving developmental milestones in the areas of language/communication and social interactions and repetitive movements (rocking, spinning, handflapping).
99
Children with ASD must have characteristics in which four areas?
1. sensory difficulties, 2. restricted, repetitive and stereotyped patterns of behavior, 3. impairments in social interactions, 4. impairments in communication
100
Lowenfeld stated that blindness imposed three basic limitations on the individual. What were they?
1. Range and variety of experiences, 2. ability to get about, 3. control of environment and the self in relation to it.
101
Requirements for FVE? (5)
Completed by __, info from __ specialist, __ observations in multiple __, address need for __, address need for __ evaluation
Completed by TVI or COMS, info from eye care specialist, multiple observations in multiple settings, address need for Low Vision Evaluation, address need for O &M evaluation
102
FVE Reports: What should you do? (5)
Give current __, make __, review __ with parents prior to IEP, get __ updates/review for side effects, share information with other __
Give current abilities, make recommendations, review findings with parents prior to IEP, get medication updates/review for side effects, share information with other providers
103
Why focus on FVEs?
Necessary to qualify students for low vision services, required by law, gateway to other services, important aspect of services to individuals who are visually impaired
104
An FVE should... (9)
provide current __, involve input from __ , address __, fl__, __ needs, health __ and eye __, basis of educational __, provide recommendations for __, translate __ information, be a __ document
provide current information, involve input from parents and teachers, address medications, fluctuations, environmental needs, health issues and eye condition, basis of educational programming, provide recommendations for adaptations, translate medical information, be a living document
105
Doing the FVE (8)
Collect __, record only what you __, __ what you're doing, don't __, tailor supplies to __, be __, don't do it all in __, make it __
Collect data, record only what you see, explain what you're doing, don't diagnose, tailor supplies to student, be prepared, don't do it all in one day, make it fun
106
What is the primary goal of the FVE?
to determine how the child is using or not using his vision
107
What are the 9 components of an FVE?
History, observation, eye structure and reflexes, visual acuities, visual fields, motilities and visual skills, color perception, use of devices, recommendations
108
What are the four general questions that can guide your FVE organization?
1. What is the impact of the environment on functional use of vision? 2. Are the external portions of the eye normal? 3. What is the quality of the image being received by the student? 4. Can the student manage (control) his or her eyes and use vision effectively?
109
Regarding gathering materials for an FVE... (7)
Be mindful of student's age, account for additional disabilities, use familiar objects, use multifunctional objects, pay attention to portability, organize materials, maintain careful hygiene
110
Regarding the environment and FVE.. (8)
Color contrast between furniture and floor/walls, material presented on walls of high contrast, primary illumination, glare, student placement in relation to light, distance from visual target, visual clutter in space, noise level
111
Considerations for performing FVEs on children with multiple impairments...
collaborative approach, time of day, motivating activities, time
112
What is a Learning Media Assessment?
Process for gathering information to provide a basis for selecting literacy media; examines efficiency in using sensory channels
113
What three elements are addressed in an LMA?
Evaluation of reading and writing skills, reading and writing needs, appropriate reading and writing media
114
Process of LMA
1. document use of __,
2. select general __ (materials and instructional methods),
3. choose initial __ for reading and writing,
4. conduct continuing __ of initial decision to determine when to provide additional tools
1. document use of sensory channels,
2. select general learning media (materials and instructional methods),
3. choose initial literacy medium for reading and writing,
4. conduct continuing assessments of initial decision to determine when to provide additional tools
115
Best practices for FVE
Include a __ as part of assessment team, complete an evaluation of the __ needs, have an __s kit, must deliver instruction in the __ needs identified
Include a COMS as part of assessment team, complete an evaluation of the ECC needs, have an EVALs kit, must deliver instruction in the ECC needs identified
116
Definition of VI
an impairment in vision, that even with correction, adversely affects a child's educational performance, the term includes partial sight and blindness.
117
Rules on VI eligilbitity
A. meets criteria for definition of VI, been determined to have low vision by eye specialist, FVE, LMA B. functionally blind if using braille, C. must include O&M eval
118
Committee's determination for VI qualification based on evaluation of appropriate ___ and ___ skills, and the student's ___ and ___ instructional needs.
Committee's determination for VI based on evaluation of appropriate ___ and ___ skills, and the student's ___ and ___ instructional needs.
literacy media, literacy skills, current, future
119
Role of Vision in Early Development (7)
1. gives reason for --, 2. gives estimation of --, 3. allows for -- participation in movement, 4. provides consistent --, 5. strong motivator for --, 6. vision distance sense under individual's --, 7. incentive for --
1. gives reason for movement, 2. gives estimation of space, 3. allows for vicarious participation in movement, 4. provides consistent information, 5. strong motivator for exploration, 6. distance sense under individual's control, 7. incentive for communication
120
What areas of development are impacted by a visual impairment (7)?
Sensory, motor, self-concept, cognitive, social, language, experience
121
Three characteristics of "Great Society"
care and protection of young children, special commitment to children with disabilities or in poverty, prevention better than treatment
122
Three outcomes for early education
positive social emotional skills, acquiring knowledge and skills, taking actions to meet needs
123
Recommendations for VI services to infants and toddlers
1. build capacity of __ to support child, 2. integrate learning into __ 3. team of professionals to provide __
1. build capacity of family to support child, 2. integrate learning into daily routines, 3. team of professionals to provide coaching
124
To receive federal funds, what 9 components must an early education service provider include?
1. definition of __, 2. family __, 3. multidisciplinary __, 4. I__, 5. __ system, 6. central directory of __, 7. system of __, 8. designated lead __, 9. system for __ agreements
1. definition of developmentally delayed, 2. family engagement, 3. multidisciplinary evaluation, 4. IFSP, 5. Child-find system, 6. central directory of services, 7. system of personnel development, 8. designated lead state agency, 9. system for interagency agreements
125
What cognitive characteristics must be addressed for adolescents?
__ success, __ perspective, __ concepts, __ thinking, __ functioning
Academic success, whole-picture perspective, abstract concepts, rigid thinking, executive functioning
126
What social and emotional characteristics must be considered for adolescents?
Lack of __, inability to read __ or see __ so don't understand the impact of their behavior on others, difficulty with __ and dating, social __
Lack of self confidence, inability to read facial expressions or see body language so don't understand the impact of their behavior on others, difficulty with peer relationships and dating, social immaturity
127
Impact of VI on development of adolescents
Most developmental differences are resolved by adolescence except for peer engagement and romantic relationships. Age of onset affects impact on development.
128
Who said " The quality and characteristics of the social interaction between a blind and a sighted person are determined by the capacities and attitudes of each."
Tuttle & Tuttle
129
What are factors that affect psychosocial development for children with VI in the early years?
There is no "psychology of blindness." Some parents of babies with VI have trouble bonding without the usual visual experiences (gazing) so parents need to process confused feelings and learn to establish bonds in other ways.
130
Who said, "His growth {that of VI children} is of just a positive nature as that of the others, but it is vastly different, for it draws its relationship from a greater degree from the stimulations that self can give."
Thomas Cutsforth "The Blind in School and Society"
131
If students fail to learn to establish social relationships (4)
Unemployment, isolation, social expense, development of self-stimulatory behaviors
132
Self concept is based on... (6)
Feelings of competence, self-acceptance, assertiveness, personal integrity, purposeful life, self-evaluation
133
Role of significant others on self-concept
subtly expressed attitudes are felt/understood, people may overprotect children with VI
134
Factors that affect psychological development (6)
nature of __, age of __, degree of __ (not as important as following factors), personal __, home __, range of __
nature of visual impairment, age of onset, degree of vision loss (not as important as following factors), personal attitude and motivation, home environment, range of experiences
135
Tuttle and Tuttle stages of adjustment (7)
Trauma, shock/denial, mourning/withdrawal, succumbing/depression, reassessment/reaffirmation, coping/mobilization, self-acceptance/self-esteem
136
Why is overprotection so bad for a child's self-concep?
feelings of vulnerability and incompetence, isolation from peers, isolation from environment, martyr syndrome
137
Three conditions that are antecedents for self-esteem
acceptance of the child by parent, clearly defined and enforced limits, latitude for individual action within the defined limit
138
Historically, research has presented a ___ view of psychosocial development in children with VI.
deficit
139
Best practice in supporting psychosocial development for children with VI (6)
nurturing__, rich __, guided __ to support independence, fostering __ awareness, helping them understand their __, developing techniques for catching __.
nurturing self esteem, rich experiences, guided risks to support independence, fostering multisensory awareness, helping them understand their eye condition, developing techniques for catching social cues.
140
term: engagement in activities for enjoyment, satisfaction, or because of inherent interest
intrinsic motivation
141
term: engaging in activities because of some external reason or outcome, such as receiving a reward or avoiding punishment
extrinsic motivation
142
term: propensity for an organism to interact with challenges of its environment, even in the absence of external outcomes
effectance
143
term: desire to act that is unaffected by external influence
self-determination
144
theory including several different types of extrinsic motivation, differing in level of autonomy/self-determination experienced by the individual
self-determination theory
145
term: lack of intention; being devoid of self-motivation
amotivation
146
term: includes identified, integrated, and intrinsic motivation
autonomous motivation
147
term: includes external and introjected regulation
controlled motivation
148
least internalized type of extrinsic motivation (reward)
external regulation
149
type of extrinsic motivation, though somewhat internalized, is still associated with external control. People act to avoid negative feelings or maintain positive feelings.
introjected regulation
150
individual recognizes that a particular action has personal relevance and value and has internalized its value
identification regulation
151
most highly internalized type of intrinsic motivation, fully internalized and integrated the purpose of a behavior with their personal values, beliefs, and needs
integrated regulation
152
teachers assist students in integrating their behavior in the classroom with their motivational resources
autonomy-supportive teaching
153
theory that explains how people come to explain others' behaviors or their own
attribution theory
154
degree to which individuals believe they can control events affecting them
locus of control
155
three main causal dimensions to attribution theory
stability, locus, controllability
156
whether a cause is likely to change over time
stability
157
whether a cause is internal or external
locus
158
whether a cause is subject to volitional change
controllability
159
individuals' beliefs and understanding about their own intelligence
self-theories
160
attribute intelligence to innate ability
entity theorists
161
attribute intelligence to factors such as hard work and learning
incremental theorists
162
trichotomy of needs
affiliation, power, and achievement
163
motivation in situations where individuals strive to feel or show competence
achievement motivation
164
what an individual believes will impact how they behave
self-efficacy theory
165
theory that states that achievement-related behaviors were determined by achievement motives, expectancies for success, and incentive values
expectancy-value theory
166
individual's beliefs about how well they will do
expectancy for success
167
the qualities an individual perceives in an activity and how these qualities influence his or her desire to perform the activity
achievement or task values
168
term: importance of doing well on a task
achievement value or importance
169
the enjoyment gained from doing a task
intrinsic value
170
how a task fits into an individual's future plans
utility value / usefulness of the task
171
the individual's assessment of the effort that will be needed to accomplish the activity, what has to be given up to do a task, emotional cost
cost
172
people base their performance to that of others and are interested in seeing similar rewards or outcomes based on similar efforts or inputs
equity theory
173
What do cultural values and beliefs influence in the families we work with? (3)
the manner in which students and families perceive their educational and personal needs, the ways in which they interact with teachers and school personnel, how families perceive VI and its ramifications for the child's future
174
Factors to consider when working with culturally and linguistically diverse families (4)
beliefs about disability and religion, communication (body language, proximity, eye contact) , poverty and visual impairment, gender roles/expectations
175
From Scholl, factors influencing parent attitudes (12)
changing __ of families, stages of __, __ of handicap, __ at onset, __ status, how __ was received, __ hardships, t__, __ events, lack of __, parents as __, myth of __
changing status of families, stages of grief, severity of handicap, age at onset, socioeconomic status, how information was received, financial hardships, time, critical events, lack of control, parents as in-group, myth of cure
176
What to do and not do when working with families
Be honest, be a resource, be supportive, be available, follow through - but do NOT give advice
177
Which groups are considered in the "family life cycle" document?
parents and siblings of children with VI
178
What are the components of transdisciplinary teaming?
Collaborative assessment, integrated IEP, natural and frequent instruction, role release, documentation
179
What are the characteristics of a collaborative team?
collaboration is voluntary, requires parity among participants, resources are shared, shared accountability for outcomes
180
How do we develop cultural competence in ourselves and our students?
know ourselves, know our own prejudices and biases, monitor our attitudes, develop cultural sensitivity, lead by example
181
What is cultural competence?
respect for difference, eagerness to learn, and willingness to accept that their are many ways of viewing the world
182
becoming totally immersed in a macro-culture
assimilation
183
adopting outward appearance of macro-culture while still maintaining some tenets of the original mirco-culture
acculturation
184
How to teach social skills to students?
Present skill and help them understand why it's important, modeling, roleplay, feedback & self-evaluation, generalize to variety of situations
185
core or universal culture of the country
macro-culture
186
subcultures within the macro-culture
micro-culture
187
ways of perceiving, believing, evaluating, and behaving
culture
188
sharing beliefs about reality, taking certain "facts" for granted, accepting common standards of behavior, cherishing similar values
culture
