Matching Pairs Disability Education ConceptsOnline version Key terms and definitions for educators by Taylor Minor 1 Section 504 of the Rehabilitation Act of 1973 2 504 Plan 3 Modifications 4 Physical Disability 5 Individuals with Disabilities Education Act (IDEA) 6 Individualized Education Program (IEP) 7 Least Restrictive Environment (LRE) 8 Accommodation 9 Cognitive Disability A legally required plan for an eligible student under IDEA that identifies goals, services, accommodations, and educational supports. A written plan that provides accommodations and supports for a student with a disability under Section 504. A federal law that guarantees eligible students with disabilities access to special education and related services. A federal civil-rights law that protects people with disabilities from discrimination in schools and other programs receiving federal funding. The requirement that students with disabilities learn with nondisabled peers as much as is appropriate, while still receiving the support they need. A change in how a student accesses learning or shows what they know, without changing the learning standard itself. Examples include extended time, au A condition that affects movement, coordination, stamina, physical access, or use of the body. Changes to what a student is expected to learn or how much of the curriculum they must master. Unlike accommodations, modifications can change the lea A disability that can affect thinking, learning, memory, problem-solving, and/or everyday adaptive skills. 1 Cultural Competence 2 Independent Reading Level 3 Interest Survey 4 Comprehensible Input 5 Culturally Responsive Teaching 6 English Language Learners (ELLs) 7 Equity 8 Learner Profile Assessment 9 Contextualized Learning 10 Unconscious Biases 11 Reader Variable 12 Schema (Reading) The background knowledge and mental frameworks a reader uses to understand new information. A tool used to gather information about a student’s strengths, needs, interests, background, goals, and learning preferences. Teaching that recognizes students’ cultures, identities, experiences, and strengths and connects them to learning. Automatic assumptions or attitudes that can influence a person’s decisions or actions without them realizing it. Language that is slightly challenging for a learner but made understandable through visuals, gestures, context, examples, and clear wording. A factor the reader brings to a text, such as background knowledge, language ability, motivation, interests, or reading skill. A questionnaire used to learn about students’ hobbies, interests, preferences, goals, or favorite topics. Providing each student with the specific support and access they need to have a fair opportunity to succeed. Connecting academic content to meaningful real-world situations, students’ lives, or familiar experiences. Students who are developing English proficiency while also speaking or learning another language. The level of text a student can read accurately and understand with little or no help. The ability to understand, respect, and work effectively with people from different cultural backgrounds. 1 Norm-Referenced Tests 2 Curriculum-Based Assessments 3 Formal Assessments 4 Informal Assessments 5 Diagnostic Assessment / Pre-Assessment 6 Criterion-Referenced Tests Assessments based directly on the skills and content being taught in the classroom curriculum. Planned and structured assessments that usually have set procedures, scoring systems, or grades. Tests that compare a student’s performance to the performance of a larger group of students. Less structured ways of checking learning, such as observation, class discussion, questioning, or quick checks. An assessment given before instruction to identify what students already know, need to learn, or may misunderstand. Tests that measure whether a student meets a specific skill, standard, or learning objective. 1 Formative Assessments 2 Exit Slips 3 Ongoing Assessment 4 Progress Monitoring 5 Summative Assessments 6 Universal Screener A brief assessment given to all students to identify who may need extra academic or behavioral support. Short responses students complete at the end of a lesson to show what they learned, found confusing, or still need help with. Assessments given after learning is complete to measure overall achievement, such as unit tests, final projects, or exams. Repeatedly measuring a student’s performance over time to see whether they are improving and whether supports are working. Assessments given during learning to help the teacher and student adjust before final grading. Continually collecting information about student learning throughout a lesson, unit, or school year. 1 Portfolio 2 Rubric 3 Self-Assessment 4 Analytic Rubric 5 Peer Assessment 6 Performance-Based Assessment Students using criteria to give feedback to classmates about their work. An assessment in which students demonstrate learning by completing a task, creating a product, or performing a skill. A rubric that scores individual parts of an assignment separately, such as organization, evidence, grammar, and creativity. A scoring guide that explains the criteria for an assignment and describes different levels of quality. A purposeful collection of student work that shows growth, achievement, reflection, and progress over time. Students evaluating their own work, progress, strengths, and next steps. 1 Specific Feedback 2 Exemplar 3 Self-Assessment Rubric 4 Timely Feedback 5 Balanced Feedback 6 Holistic Rubric Feedback given soon enough for students to use it while revising or completing future work. Feedback that clearly identifies what a student did well, what needs work, and how to improve. A rubric that gives one overall score based on the overall quality of the work. A rubric students use to evaluate their own work before submitting it. Feedback that recognizes strengths while also identifying clear areas for improvement. A strong example of completed work that shows students what quality work can look like. 1 Revision Roles 2 Writing Conference 3 Revision Stations 4 Writing Feedback A one-on-one or small-group conversation between a teacher and student about a piece of writing and possible revisions. Different areas or activities students rotate through to revise one specific part of their writing at a time. Assigned jobs during peer revision, such as checking evidence, organization, clarity, grammar, or audience awareness. Comments and guidance that help a student improve writing skills such as ideas, organization, evidence, style, grammar, and mechanics. 1 Metacognition 2 Reading/Writing (Multimodal Learning) 3 Auditory Learning 4 Glossary 5 Complexity (Text Selection) 6 Direct Instruction 7 Audiobook 8 Gallery Walk 9 Kinesthetic Learning / Tactile Learning 10 Visual Learning 11 Purpose (Text Selection) 12 Literature Circles 13 Skype 14 Transition (between activities) 15 Modeling 16 Multimodal Teaching 17 Icebreaker Games 18 Student Empowerment A video-calling and messaging platform that can be used for virtual meetings, guest speakers, or connecting classrooms. Learning through images, diagrams, charts, demonstrations, graphic organizers, and written information. The learning goal or reason a teacher chooses a specific text for students to read. How challenging a text is based on its vocabulary, structure, ideas, length, language, and required background knowledge. Demonstrating how to complete a task or think through a process so students can see an example. An activity in which students move around the room to examine, discuss, or respond to posted work, texts, images, or questions. Learning through sound, listening, discussion, oral explanation, or spoken information. Learning literacy skills through more than one format, such as print, writing, audio, images, video, movement, or digital tools. Giving students meaningful voice, choice, responsibility, confidence, and ownership in their learning. Thinking about and managing your own thinking, learning, and problem-solving strategies. Teaching that uses multiple ways to present and practice information, such as visuals, discussion, writing, audio, movement, and hands-on activities. Learning through movement, hands-on activities, touch, or physically doing something. The movement or change from one classroom task, activity, location, or routine to another. A recorded version of a text that is read aloud for the listener. Small student-led discussion groups in which students read and discuss a shared book or text. Clear, teacher-led instruction that includes explanation, modeling, guided practice, feedback, and independent practice. Short, low-pressure activities meant to help students get acquainted, build community, and feel comfortable. An alphabetical list of important terms and their definitions, usually found at the end of a book or text.
Match the key terms descriptions to the Balance Sheet and Income Statement classifications