| absence seizure | An abnormal electrical discharge in the brain in which the individual experiences a momentary loss of consciousness.
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| acceleration | An educational approach that allows a student to cover the usual curriculum content faster.
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| accommodation | A change in the input or output method used by the teacher or the student related to the intended instructional outcome without changing the content or conceptual level.
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| acronym | A word in which each letter represents the first letter in a word or sentence to be remembered.
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| acrostic | A sentence in which the first letter of each word represents the first letter in a word or sentence to be remembered.
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| adaptation | A change made to the curriculum that keeps the academic content the same but slightly changes the conceptual level required of the student.
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| adaptive equipment | Specialized devices designed and used to help a student perform some function.
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| adventitious hearing loss | Deafness acquired after birth.
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| alternative communication | Techniques that substitute for spoken communication for those individuals who appear unable or unlikely to develop spoken language skills.
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| amblyopia | A generally correctable vision defect caused by the suppression of images resulting from strabismus or other eye disorders that causes blurred image in either or both eyes. Also referred to as lazy eye.
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| anaphylactic reaction | A severe allergic reaction that can be potentially life-threatening. It sometimes occurs with asthma.
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| anoxia | Loss of oxygen that can affect a newborn child.
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| applied behavior analysis | The systematic application of behavioral principles to change socially significant behavior.
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| articulation disorder | The atypical production of speech sounds.
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| assistive technology | Any item, equipment, or product system that is used to increase, maintain, or improve functional capabilities.
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| astigmatism | Difficulties in focusing at any visual range.
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| at-risk infant or toddler | Defined by IDEA 2004 as an individual under age 3 who would be likely to experience a substantial developmental delay if early intervention services are not provided.
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| Attention Trainer | A battery-operated device that keeps track of points or point losses.
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| attribution retraining | A procedure to retrain an individual's attributions of success or failure. Possible attributions include ability, effort, task difficulty, and luck.
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| augmentative communication | Methods and devices that supplement existing verbal communication skills to enhance the communication skills that the individual already exhibits.
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| aura | A seizure that only results in a sensory sensation, such as a certain taste or smell. Auras can be used as a warning that a more serious seizure might occur.
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| baseline data | Data collected prior to a change in an intervention program.
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| basic interpersonal communication skills (BICS) | Conversational abilities that LEP students may master quite easily.
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| behavior chain interruption strategy | A learning strategy that involves interrupting a task analysis of sequenced or chained steps to encourage communication skill development.
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| behavior intervention plan | An educational program that emphasizes the development of positive behaviors that will serve the same purpose as a negative behavior and the assessment methods that will be used to evaluate progress.
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| behavioral inhibition | The difficulty inhibiting and/or monitoring behaviors.
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| bibliotherapy | The use of literature to help people solve problems and deal with feelings, to teach about a particular disability, or to promote social awareness and acceptance of differences.
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| 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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| chained behaviors | A series of discrete behaviors that are sequenced and combined to complete a larger, single behavior.
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| challenge test | A test used to determine the reduction of lung capacity to help diagnose asthma.
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| classwide peer tutoring (CWPT) | A combination of whole class instruction, peer tutoring, and cooperative learning.
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| cleft palate | An organic structural defect caused by the failure of the parts of the mouth or lips (cleft lip) to fuse appropriately during fetal development.
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| closed head injury | A brain injury in which the skull is not penetrated.
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| cluster grouping | The placement of 5–10 gifted and talented students with general education students, who are then taught as a group using a differentiated curriculum.
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| cognitive academic language proficiency (CALP) | The more complex, abstract language use related to problem solving, evaluating, and inferring.
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| cognitive behavior modification (CBM) | An educational approach to help students internalize efficient learning strategies by actively involving them in the learning process using verbalization, modeled strategies, and a planned, reflective goal statement.
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| cognitive strategies | Deliberate, planned activities used to acquire information.
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| collaboration | Process in which two or more equal parties work toward a common goal.
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| collaborative consultation | A model in which general and special education teachers and other professionals are perceived to be equal partners working together to plan programs for students.
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| communication | The process by which one individual relates ideas to another. It includes, among other aspects, language and speech.
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| community-based instruction | Involves teaching students skills in the community environments in which the skills will be used.
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| complex partial seizure | An abnormal electrical discharge in the brain in which the individual displays behaviors such as agitation, eye blinking, facial grimacing, and occasionally aggression.
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| conditional knowledge | The "when and why" of learning; metacognitive strategy knowledge.
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| conduct disorder | A disorder that involves a repetitive and persistent pattern that violates age-appropriate societal norms or the basic rights of others.
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| conductive hearing loss | A hearing loss caused by a problem associated with transmission of sound waves from the outer through the middle ear.
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| congenital hearing loss | Deafness acquired prior to or at birth.
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| contingency contract | An agreement, usually in writing, that specifies consequences for desired performances.
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| convergent thinking skills | Thinking skills that involve solving problems that have correct answers.
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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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| cooperative teaching | Special and general education teachers sharing in classroom planning and teaching.
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| cortical visual impairment | Loss of vision resulting from brain damage or other conditions.
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| creative dramatics | An improvised drama created by the players.
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| criterion-referenced curriculum-based assessment | A criterion-referenced test using the content of the student's curriculum as the basis for the items.
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| criterion-referenced tests | Tests frequently developed by teachers to determine a student's mastery of content.
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| cross-age tutoring | The tutoring of younger students by older students.
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| cued speech | Uses 36 different manual cues to aid in distinguishing among the 44 sounds of oral English. Cues can represent vowels, consonants, or a combination.
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| culturally diverse students | Those students who come from backgrounds that are not primarily Western European.
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| curriculum compacting | Allowing a student to skip material that he or she has already mastered.
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| curriculum telescoping | The provision of an educational program in less time than normally planned for.
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| curriculum-based assessment | The use of instruments designed to measure the expected curricular outcomes for a student.
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| curriculum-based measurement | A formal type of curriculum-based assessment that uses standard methodology.
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| Deaf with a capital “D” | Refers to members of the Deaf culture and community.
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| deaf with a small “d” | Refers to any group of people whose audiological status places them in that range of hearing loss.
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| declarative knowledge | The "what" of learning: knowledge of the facts, concepts, or definitions that must be learned.
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| developmentally appropriate practice | Assumes children develop at different rates and involves engaging each child in activities appropriate to her or his current developmental level to build on skills to learn increasingly higher-level developmental skills.
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| differential reinforcement | Positive reinforcement in which the teacher rewards students for performing behaviors other than, or behaviors that are incompatible with, targeted undesirable ones.
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| differentiated curriculum | An adaptation to the standard curriculum to provide instruction at the students' appropriate level.
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| dimensional classification system | A classification system for emotional disturbance that includes six categories or dimensions.
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| direct instruction | An instructional procedure that maintains several fundamental and sequential components of effective instruction: daily review, presentation, guided practice, independent practice, and weekly and monthly reviews.
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| disability | A limitation that is inherent in an individual as a result of the impairment.
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| discrete trial training | Highly structured adultdirected applied behavior analysis approach to teaching students with autism spectrum disorders using massed trials.
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| distributed trial teaching | An instructional strategy that involves teaching a skill at naturally occurring times and to natural cues in the environment.
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| divergent thinking skills | Thinking skills that involve solving problems for which there are no single correct answers.
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| double-mentoring | An expert mentor provides support in the student's area of expertise and a teacher addresses the student's affective needs.
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| Duchenne muscular dystrophy | The most prevalent type of muscular dystrophy; it primarily affects males. It involves progressive muscle weakness and usually results in death in the early 20s.
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| due process | A safeguard system to ensure that decisions regarding a student's educational program are fair and just.
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| dynamic assessment | A test-train-retest model used to determine how quickly and efficiently an individual learns new material.
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| echolalia | The repetition of others' words or phrases.
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| echopraxia | The repetition of others' gestures and movements.
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| emotional abuse | A pattern of behavior that impairs a child's emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is almost always present with other forms of abuse.
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| enrichment | An educational approach that involves the modification of, or addition to, the curriculum to make it richer and more varied.
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| enrichment triad | An instructional model that includes three levels of enrichment activities: general exploratory activities, group training activities, and individual and small group investigations of real problems.
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| exceptional student | A student whose educational needs are not being met by traditional education programs. An exceptional student can have a disability or can have gifts and talents.
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| executive functioning | The activation, organization, planning, integration, and management of cognitive functions.
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| externalizing disorders | Disorders that are typically expressed outwardly, including aggression, acting out, and disobedience.
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| extinction | Withholding positive reinforcement for a previously reinforced response.
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| facilitated communication | An alternative means of communication in which students are given physical and emotional support to type on an electronic keyboard or point at letters on an alphabet board.
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| fingerspelling | Uses 26 different finger/hand positions to denote each letter of the alphabet.
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| 504 Plan | A plan to determine what accommodations will be implemented in the classroom for a student who does not qualify for services under IDEA 04 as per the requirements of Section 504 of the Vocational Rehabilitation Act.
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| fluency | The ability to read quickly and accurately.
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| fluency disorder | The atypical flow of verbal expression, characterized by impaired rate and rhythm.
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| frequency | Refers to the measurement of sound waves and is expressed in cycles per second or hertz.
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| full inclusion | The philosophy that all students with disabilities receive all of their instruction in the general education classroom regardless of their level or type of disability.
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| full-service schools | Schools that include an array of services for students and families such as after- and before-school care, recreation, health service, and counseling in a "one-stop" shopping approach to service identification and delivery.
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| functional academics | Practical, everyday problemsolving skills that will best serve the individual in his or her current and future life.
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| functional behavior assessment | An analysis of what occurs immediately before and after a behavior is exhibited to help determine the purpose of the behavior.
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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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| generalized tonic-clonic seizure | An abnormal electrical discharge in the brain in which the individual becomes extremely rigid, loses consciousness, and displays rhythmic jerking.
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| handicap | A problem an individual encounters based on external factors.
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| hard of hearing | Refers to individuals with mild to severe hearing losses.
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| hearing | Refers to individuals with no identified hearing loss.
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| hearing impairment | An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance.
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| hidden curriculum | The unwritten social conventions of a school or class that typical students intuitively comprehend.
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| high-stakes assessment | Large-scale assessment in which important decisions such as retention and graduation are made.
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| home base | A place in the school where the student can go to escape stress; prevent tantrums, rage, meltdowns or shutdowns; or regain control after a tantrum, rage, or meltdown.
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| home-based contingency programs | Reinforcement is provided at home based on school performance.
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| hyperopia | Farsightedness; near objects appear out of focus but distant objects are in focus.
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| hypotonia | The loss of muscle tone.
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| impairment | A loss or abnormality of a psychological, physiological, or anatomical structure or function.
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| incidence | The number of individuals identified as falling into a particular category for the first time during a specific period (such as a year).
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| incidental teaching | Method of instruction that uses applied behavior analysis to teach preacademic skills within typical early childhood activities in preschools or home settings instead of sitting face-to-face with the child at a table in a clinical setting.
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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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| independent group contingencies | An instructional grouping method in which group members' individual improvement is evaluated and rewarded.
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| individualized health (care) plan | A plan developed to provide teachers with information about the health care status, prescribed health care procedures, and the physical management procedures for a student.
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| interagency agreement | A formal written agreement that provides commitment of shared responsibility for student learning and a plan on which the school, community, and family collaborate.
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| interdependent group contingencies | An instructional grouping method in which group members' combined performance is evaluated and rewarded.
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| internalizing disorders | Disorders that are typically expressed inwardly, including personality problems, anxiety, and depression.
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| keyword method | A method to enhance recall by linking unfamiliar information to more familiar information.
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| language | A code in which arbitrary symbols stand for meaning, and the rules that govern that code.
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| language disorder | The impairment or deviant development of comprehension or use of spoken, written, or other symbol system.
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| learned helplessness | Individuals attribute their successes to external factors out of their control and attribute their failures to internal factors.
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| learning strategies | Cognitive tools used to help learn, retrieve, and apply information and skills.
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| legal blindness | Vision of 20/200 or worse in the best eye with the best possible correction.
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| life skills | Life management skills that include community access, daily living, budgeting and finances, independent living, transportation, and social relationships.
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| linguistically diverse students | Those students whose primary language is not English. Sometimes referred to as English language learners or as having limited English proficiency.
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| loudness | Refers to the intensity of a sound and is measured in decibels.
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| low vision | Vision of 20/70 to 20/200 in the best eye with the best possible correction.
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| low vision specialist | An ophthalmologist or optometrist who further specializes in assessment, prescription, and use of low vision devices.
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| magnet school | A school that offers specialized training in specific areas.
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| manifestation determination | Procedures used to determine if a behavior requiring disciplinary action is caused by, or related to, the student's disability.
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| Marland definition | A gifted student should demonstrate high performance or potential in either general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, or psychomotor ability.
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| massed trial teaching | An instructional strategy that involves practicing skills repeatedly in the same teaching session.
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| meningocele | A type of spina bifida in which the membranes surrounding the spinal cord protrude through a hole in the vertebrae forming a sac.
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| mentoring | The pairing of a student with an established expert.
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| metacognition | Regulation of the awareness and use of strategies.
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| metacognitive strategies | Used for planning (deciding what strategy to use), monitoring (checking during use to be sure strategy is working), and checking outcomes of learning (checking after use to be sure strategy worked).
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| mixed hearing loss | A hearing loss that results when an individual experiences a conductive loss in one ear and a sensorineural loss in the other ear.
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| mnemonics | Devices such as acronyms, acrostics, rhymes, or songs used to aid memory.
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| mobility | Moving about an environment safely.
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| mood disorders | A class of disorders that includes manic disorders, depressive disorders, and bipolar disorders.
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| morpheme | The minimally significant unit of meaning.
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| morphological disorder | Omitting or misusing specific morphemes beyond the typical age to do so.
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| morphology | The rules governing the use of minimally significant units of meaning.
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| motor stereotypies | Repetitive motor movements such as hand flapping.
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| multiage and multigrade grouping | Grouping students according to their educational level, regardless of their actual age or grade.
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| myelomeningocele | The most severe type of spina bifida in which the spinal cord protrudes through a hole in the back that can result in paralysis of the lower limbs.
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| myopia | Nearsightedness; distant objects appear out of focus but near objects are in focus.
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| myringotomy | Placing small tubes inside the ears to allow air to vent inside the ear and prevent fluid buildup while relieving the existing pressure.
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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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| negative reinforcement | The presentation of an aversive stimulus and then its removal as a consequence of the student's behavior in order to increase that response.
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| neglect | Failure to provide for a child's basic needs, which may be medical, educational, or emotional.
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| neologisms | Made-up words. Students with autism sometimes use them.
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| norm-referenced tests | Tests that are usually standardized and provide an indication of how much a student knows in comparison to others.
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| nystagmus | Abrupt, jerky movements of the eyes.
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| open head injury | A brain injury in which the skull is penetrated and a portion of the brain is exposed.
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| ophthalmologists | Medical doctors who identify and treat eye problems.
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| opticians | Individuals who make or deal in optical devices and instruments.
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| optometrists | Eye doctors who examine eyes for defects and problems in refraction and prescribe corrective lenses.
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| orientation | The process of using sensory input and information to know one's position in an environment.
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| orthopedic impairment | An impairment caused by a congenital anomaly, disease, or other causes such as cerebral palsy.
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| orthoses | Equipment that enhances the use of a body part.
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| other health impairment | An impairment affecting an individual's vitality, strength, or alertness.
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| otitis media | Middle ear infections that can lead to either temporary or permanent hearing loss.
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| overlapping curriculum | A student is involved in the general education curriculum while also working on very different content or curriculum goals.
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| palilalia | The repetition of ones own words.
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| paradoxical effect | The mistaken notion that stimulant medications such as Ritalin have an opposite effect on individuals with ADHD than on individuals without ADHD.
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| parallel curriculum outcome | The content is the same as for most students but major changes in the outcome are made within that content.
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| partial inclusion | The philosophy that suggests that students with disabilities should receive most of their instruction in the general classroom but also be taught in other instructional settings when appropriate.
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| partial participation | Individuals are allowed to partially engage in an activity rather than deny or delay their involvement because prerequisite skills have not been learned or mastered.
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| peer support interventions | Procedures used to increase peer interactions between children with and without communication disorders.
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| peer-assisted learning strategies (PALS) | An expansion of the basic structure of the classwide peer tutoring system (CWPT) that engages students in strategic reading activities.
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| peer-mediated instruction | One partner performs while the other monitors and corrects errors, and then roles are switched.
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| person-centered planning | A method by which professionals can better focus on the student and thereby encourage participation.
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| pharmacological treatment | The use of medication to help in controlling some emotional or behavioral disorders.
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| phoneme | The minimally significant unit of sound.
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| phonological awareness | The recognition that words, syllables, or sounds exist in spoken language and the ability to manipulate them by deleting, adding, substituting, and transposing.
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| phonological disorder | Difficulty in learning the rules for using speech sounds in the absence of any obvious physical limitations.
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| phonological processes | Rules that simplify adult speech forms.
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| phonology | The system of speech sounds and the rules governing their use.
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| physical abuse | Physical injury with the intent to hurt as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting, burning, or otherwise harming an individual.
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| Picture Exchange Communication System | A systematic behavioral program that teaches children to use pictures to communicate their needs and desires through approaching a communication partner and exchanging a symbol for the actual object.
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| pivotal response teaching | A modified discrete trial format that relies on interspersed mastery trials using natural reinforcement and child-selected materials.
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| play therapy | The use of a child's play for self-expression and exploring feelings to work through troubling experiences, fears, and anxieties.
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| portfolio assessment | A means of determining students' achievements and abilities using a collection of their work.
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| positive behavior support | A behaviorally based systems change approach to redesigning the environment to minimize problem behaviors.
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| positive reinforcement | The contingent presentation of a consequence following a student response to increase that response.
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| postlingual hearing loss | Deafness occurring after the development of speech and language.
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| pragmatics | A system of rules governing the use and function of language.
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| pragmatics disorder | Difficulty in using language appropriately based on the setting.
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| prebraille skills | Development of tactile perception and hand movements.
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| precision teaching | A system of evaluating and improving instruction characterized by direct, continuous, and precise measurements of student progress using response rate.
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| prelingual hearing loss | Deafness occurring prior to the development of speech and language.
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| Premack Principle | Positive reinforcement procedure that uses student-preferred activities as reinforcers for performing less preferred activities.
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| prereferral assessment | Gathering information, usually informally, before a referral is made.
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| prereferral intervention | A program, designed from the prereferral assessment information, that is implemented before a formal referral is made.
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| prevalence | The total number of individuals who are in a given category at a particular point in time.
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| prevention | An outcome of the process of intervention in an effort to avert learning and/or emotional and social disorders.
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| procedural knowledge | The "how" of learning; cognitive strategy knowledge.
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| process tests | Instruments that purportedly measure how well a person processes information.
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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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| prostheses | Equipment that replaces a body part.
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| protective factors | Factors that may intervene with the harm caused by risk factors, explaining the resiliency of some children.
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| punishment | Contingently applying an aversive consequence following a behavior to reduce the behavior.
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| rapid automatic naming | Quickly naming stimuli such as digits, letters, or names of simple objects; related to early reading ability.
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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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| reciprocal tutoring | A form of tutoring in which students trade off the roles of tutor and tutee.
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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 to not only recall the information but also produce it.
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| refraction | The focusing of light as it passes through the components of the eye.
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| Regular Education Initiative | A movement that supported the education of all students with special needs without the need for labels through the collaboration of general education and special education teachers.
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| related services | Those activities or services that enable a child with a disability to receive a free, appropriate public education and to benefit from the special education program.
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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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| response cost | The withdrawal of specific numbers of reinforcers contingent on a behavior's occurrence.
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| response to intervention | Relatively new criterion indicating that a student's lack of response to a scientific, research-based intervention can be considered in identifying a learning disability.
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| retinopathy of prematurity | Vision loss resulting from complications from high oxygen levels given to sustain life in infancy.
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| reverse-role tutoring | A form of tutoring in which the student with the disability is the tutor.
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| risk factors | Those elements of life that can contribute to the probability of developmental delays if no intervention is provided.
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| savant syndrome | A condition occurring in approximately 10% of individuals with autism in which extraordinary abilities in areas such as art, music, and mathematics are displayed.
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| scaffolds | Support provided by the teacher until the student is ready to assume control of learning.
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| schizophrenia | A condition characterized by delusions, hallucinations, and disorganized speech and behavior.
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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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| self-monitoring | The observation and recording of one's own behavior.
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| self-regulation | Self-control that enables an individual to act in a manner that influences his or her own behavior.
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| self-reinforcement | Evaluating and reinforcing oneself.
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| semantics | A system of rules governing the meaning of words and word combinations.
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| semantics disorder | Difficultly in vocabulary development.
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| sensorineural loss | A hearing loss caused by a problem directly associated with auditory nerve transmission; a problem exists in the inner ear or auditory nerve.
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| sexual abuse | Activities such as fondling a child's genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or production of pornographic materials.
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| shunt | A surgical procedure for hydrocephaly in which a valve is implanted that directs cerebrospinal fluid from the brain into the bloodstream.
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| signing exact English | Combines existing ASL signs with new signs to create a code to help deaf students learn English. This code represents oral English through hand movements.
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| simple partial seizure | An abnormal electrical discharge in the brain in which the individual might have abnormal muscle movements or sensory sensations such as a certain taste or smell.
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| social stories | Short stories with simple sentences and optional illustrations about specific, commonly encountered social situations.
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| special education | Instruction specifically designed to meet the individual needs of an exceptional student.
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| specific language impairment (SLI) | A child language disorder that exists in the absence of any other developmental disability or obvious structural or neurological problems.
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| speech | The physical production of language.
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| speech disorder | An impairment in the articulation of speech sound, fluency, or voice.
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| speech or language impairment | According to IDEA, this is a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
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| speechreading | The process of considering the situational context, facial expressions, gestures, body language, and lip and tongue movements to try to determine what a speaker is saying.
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| spina bifida occulta | A condition in which an opening exists in one or more of the vertebrae in the spinal column.
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| strabismus | Any deviation in the alignment of the eyes as a result of muscle imbalance.
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| supported employment | Can involve the use of job coaches who provide individual help to individuals in learning new job skills and continue to check on the individual across time. Supported employment can also involve more extensive supervision through the employment of small groups of individuals who work in a business, employment of small groups who perform jobs in the community, and employment of individuals within a business that employs both individuals with and without disabilities.
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| syntactic disorder | A disorder in which one uses simple sentences when more complex structures should be used or confuses word order when forming sentences or using more complex structures.
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| syntax | The rules of word function and word order.
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| task analysis | The identification of a sequential list of objectives within a skill area.
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| Terman myth | The myth that all gifted individuals are gifted in all possible areas.
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| theory of mind | The ability of an individual to see the world from the perspective of others.
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| think aloud procedure | A diagnostic procedure that allows the student to talk his or her way through the solution of a problem so the teacher can determine the incorrect procedures that are being used.
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| threshold hypothesis | The hypothesis suggesting that heredity is important in setting the intellectual potential of an individual and that the environment determines how much potential is realized.
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| time-out | The contingent removal of the student from a positively reinforcing environment for some predetermined amount of time.
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| TOAD system | An observational system that stands for Talking out, Out of seat, Attention problems, and Distraction.
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| token economy | The contingent presentation of something tangible that can be exchanged later for some preferred reinforcer.
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| tone-prompt system | A tape recorder that intermittently plays soft tones to remind a student to monitor him- or herself.
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| transfer/generalization | The ability of an individual to take new learning and use it in a new environment or situation, or to apply the learning in some manner that was not directly taught.
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| transition services | Coordinated activities for a student within an outcome-oriented process that promote transition from school to adult life.
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| traumatic brain injury | An acquired injury to the brain caused by an external force.
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| twice exceptional | A student who is both gifted and has a disability.
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| universal design | The concept that environments, instruction, and assessments should be designed to be accessible to all individuals.
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| universal intervention | An intervention that is used as a general schoolwide or whole classroom strategy for all students with and without disabilities.
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| universal precautions | A set of guidelines designed to prevent exposure to blood-borne pathogens.
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| visual acuity | How sharp visual images are perceived.
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| visual field | The scope of what one can see without turning the head or moving the eyes.
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| voice disorder | Atypical production of voice quality, pitch, or loudness.
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| wayfinding | Learning a route through an environment and being able to retrace it from memory.
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| within-class grouping | Grouping students according to their ability and teaching using a differentiated curriculum.
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| working memory | Individual's ability to hold information for usage for short periods of time.
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| XYZ grouping | Grouping students according to their IQ.
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| zero tolerance | Disciplinary action taken without considering extenuating circumstances.
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