| accelerated programs | The more rapid promotion of gifted students through school.
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| affective domain | The area of learning that involves attitudes, values, and emotions.
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| cognitive domain | The area of learning that involves knowledge, information, and intellectual skills.
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| emotional intelligence quotient (EQ) | Personality characteristics, such as persistence, can be measured as part of a new human dimension referred to as EQ. Some believe that EQ scores may be better predictors or future success than IQ scores.
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| enculturation | The process of acquiring a culture; a child's acquisition of the cultural heritage through both formal and informal educational means.
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| exceptional learners | Students who require special education and related services in order to realize their full potential. Categories of exceptionality include retarded, gifted, learning disabled, emotionally disturbed, and physically disabled.
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| generalizations | Broad statements about a group that offer information, clues and insights that can help you as a teacher plan more effectively. Generalizations are a good starting point, but as the teacher learns more about the students, individual differences become more educationally significant.
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| gifted learners | There is great variance in definitions and categorizations of the "gifted." the term is most frequently applied to those with exceptional intellectual ability, but it may also refer to learners with outstanding ability in athletics, leadership, music, creativity, and so forth.
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| heteronormativity | A viewpoint that denies lesbian, gay, bisexual and transgendered individuals and sees all people as heterosexual.
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| inclusion | The practice of educating and integrating children with disabilities into regular classroom settings.
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| individualized education program (IEP) | The mechanism through which a disabled child's special needs are identified, objectives and services are described, and evaluation in designed.
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| Individuals with Disabilities Education Act (IDEA) | Federal law passed in 1990, which extends full educational services and provisions to people identified with disabilities.
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| learning disabilities | An educationally significant language and/or learning deficit.
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| learning styles | Students learn in different ways and have different preferences, ranging from preferred light and noise levels to independent or group learning formats.
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| least-restrictive environment | The program best suited to meeting a disabled student's special needs without segregating the student from the regular educational program.
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| locus of control | Learners may attribute success or failure to external or internal factors. "The teacher didn't review the material well," is an example of attribution to an external factor and represents an external locus of control. In this case, the learner avoids responsibility for behavior. When students have an internal locus of control, they believe that they control their fate and take responsibility for events.
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| multiple intelligences | A theory developed by Howard Gardner to expand the concept of human intelligence to include such areas as logical-mathematical, linguistic, bodily-kinesthetic, musical, spatial, interpersonal, and intrapersonal.
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| nondiscriminatory education | The principle of nondiscriminatory education, based on the Fifth and Fourteenth Amendments of the U.S. Constitution, mandates that children with disabilities be fairly assessed, so that they can be protected from inappropriate classification and tracking.
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| procedural due process | The right of children with disabilities and their parents to be notified of school actions and decisions; to challenge those decisions before an impartial tribunal, using counsel and expert witnesses; to examine the school records on which a decision is based; and to appeal whatever decision is reached.
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| regular education initiative | The attempt to reduce the complications and expense of segregated special education efforts by teaching special needs students in the standard educational program through collaborative consultation, curricular modifications, and environment adaptations.
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| special education | Programs and instruction for children with physical, mental, emotional, or learning disabilities or gifted students who need special educational services in order to achieve at their ability level.
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| stereotypes | Absolute statements applied to all members of a group, suggesting that members of a group have a fixed, often inherited set of characteristics.
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| zero reject | The principle that no child with disabilities may be denied a free and appropriate public education.
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