| Buddy system | A student is assigned a buddy who will give him or her support by doing such things as going over instructions, explaining rules, or answering questions.
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| Community-based instruction | Vocational and independent living areas within the community are the actual classrooms.
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| Cooperative learning | A grouping arrangement in which students of various abilities work together and are responsible for both their own learning and the group's reaching specific goals.
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| Functional academics | Practical, everyday problem-solving skills that will best serve the individual in his or her current and future life.
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| Generalization | When a behavior endures over time, occurs in a variety of settings, or occurs across a set of related behaviors.
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| Inclusive service-learning | An approach that allows students with and without disabilities to integrate and apply knowledge and skills learned in school to address needs in their schools and communities through community service activities.
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| Life skills | Life management skills that relate to community access, daily living, budgeting and finances, independent living, transportation, and social relationships.
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| Natural environment | The setting where the child would be if he or she did not have a disability.
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| Person-centered planning | Educational planning that makes the individual the most important part of the planning; involves family and friends and takes into consideration the abilities and aspirations of the individual.
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| Prompt | An additional stimulus or cue that will increase the chances of a correct response being given.
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| Recall | A level of difficulty that requires the student to remember the response and give it without any choices.
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| Recognition | A level of difficulty that requires only that the student select the response from multiple choices.
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| Reconstruction | A level of difficulty that requires the student not only to recall the information but also to produce it.
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| Response cards | May be laminated cards or signs with preprinted answers on them or blank white boards written on with dry-erase markers that all students will hold up so the teacher can see their responses.
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| Self-advocacy | Skills that enable individuals with disabilities to speak for themselves and others.
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| Self-determination | A combination of skills, knowledge and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior.
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| Working memory | Individual's ability to hold information for usage for short periods of time.
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