Special Education
|
Special Education means specially designed instruction which meets the special educational
and related needs of an exceptional child. It is distinguished from regular educational
programme meant for non-exceptional children by some unusual quality, something
uncommon, noteworthy. It is something special- special materials, special training
techniques, special equipment and special help and or/ special facilities may be
required for the special categories of children having special needs.
|
Intelligence Quotient
|
IQ stands for originally a ratio of the individual's mental age to his chronological
age. (One modern intelligence tests it may be a standard score whose mean is 100
and standard deviation 16 in the appropriate reference population).
IQ ---MA/CA multiplying by 100
The IQ is the most commonly used index of brightness or Rate of mental development.
Thus, it is a measure of intellectual functioning determined by dividing mental
age by chronological age and multiplying by 100.
|
Achievement Test
|
Achievement tests are designed to measure a student's grasp of some body of knowledge
or this proficiency in certain skills. Such tests are often used to measure achievement
in arithmetic, chemistry, english composition, typing, medical diagnosis and other
subjects of study. Most tests made by teachers for classroom use are achievement
tests.
|
Adaptive Behaviour
|
The degree with which an individual meets the standards of personal independence
and social responsibility expected for age and cultural group.
|
Age Norm
|
Age norm is the average score on an aptitude or achievement test for pupils of a
particular age group. Age norm are usually reported in tables showing the average
scores of students in a series of different age groups. It is used in Binet's test.
|
Age Scale
|
Age scale is a test in which the items are arranged in groups on the basis of the
earliest age at which a group of typical, normal pupils can answer those items correctly.
Binet's Intelligence test scale is an age scale.
|
Precocity
|
Precocity refers to remarkable early development. Many highly gifted children show
precocity in particular areas of development, such as language, music, or mathematical
ability, and the rate of intellectual development of all gifted children exceeds
the rate for non-gifted children.
|
Insight
|
Insight may be divided as separating relevant from irrelevant information, finding
novel and useful ways of combining relevant bits of information, or relating new
and old information in a novel and productive way.
|
Genius
|
Genius has sometimes been used to indicate a particular aptitude or capacity in
any area. More often, it has been used to indicate extremely rare intellectual powers
(extremely high IQ or creativity).
|
Creativity
|
Creativity refers to the ability to express novel and useful ideas, to sense and
elucidate novel and important relationships, and to ask previously unthought-of
of, but crucial, questions.
|
Talent
|
In an ordinary sense, talent is used to indicate a special ability, aptitude, or
accomplishment.
|
Giftedness
|
Giftedness refers to cognitive (intellectual) superiority (not necessarily of genius
caliber), creativity, and motivation in combination and of sufficient magnitude
to set the person apart from the vast majority of age-mates and make it possible
for him or her to contribute something of particular value to society.
|
Exceptional Children
|
Exceptional children are those who require special education and related services
if they are to realize full human potential.
|
Prevalence
|
Prevalence refers to the percentage of a population or number of individuals having
a particular exceptionality. The prevalence of mental retardation, for example,
might be estimated at 2.3 percent, which means that 2.3 percent of the population,
or 23 people in every thousand, are assumed to be mentally retarded.
|
Special Education
|
Special Education means specially designed instructions that meet the unusual needs
of an exceptional child. Special materials, teaching techniques, or equipment and/or
facilities may be required. The singe most important goal of special education is
finding and capitalizing on exceptional children's abilities.
|
Audiogram
|
Audiogram is a graphic representation of the weakest sound a person can hear at
several frequency levels.
|
Audiology
|
It is a science dealing with hearing impairments, their detection, and remediation.
|
Blind
|
A legally blind person has visual acuity of 20/200 or less in the better eye even
with correction (e.g., eye glasses) or has a field of vision so narrow that its
widest diameter subtends an angular distance no greater than 20 degrees. The fraction
20/200 means that the person sees at 20 feet what a person with normal vision sees
at 200 feet. (Normal visual acuity is thus 20/20.) The inclusion of a narrowed field
of vision in the legal definition means that a person may have 20/20 vision in the
central field but severely restricted peripheral vision. Legally blind individuals
qualify for certain legal benefits, such as tax advantages and money for special
materials. In addition to this medical classification of blindness, there is also
a category referred to as partially sighted. Partially sighted according to the
legal classification system, have acuity falling between20/70 and 20/200 to the
better eye with correction.
|
Blindisms
|
Blindisms refer to repetitive stereotyped movements such as rocking or eye rubbing;
also characteristic of some severely retarded and disturbed children.
|
Braille
|
A system in which raised dots are used to allow blind people to 'read' with their
fingertips, consists of a quadrangular cell containing from one to six dots whose
arrangement denotes different letters and symbols.
|
Brain Dysfunction
|
A term applied to those in who there is suspected malfunctioning of the brain; used
instead of the term brain damage or brain injury because it does not
specify tissue damage. Many professionals, especially educators, have avoided use
of the eye effects colour vision and distance vision.
|
Chronological age
|
Chronological age refers to how old a person is; used in comparison with mental age
to determine the IQ score of an individual.
|
Cognitive mapping
|
A non-sequential way of conceptualizing the spatial environment that allows a visually
impaired person to know where several points in the environment are simultaneously;
allows for better mobility than does a strictly sequential conceptualization of
the environment.
|
Decibel
|
Decibel is a unit of relative intensity of a sound; zero decibels
designate the point at which people with normal hearing can just detect sound.
|
Deviance
|
Deviance is a behaviour that is at variance with the socially accepted norm.
|
Divergent thinking
|
It is the ability to think inductively and suggest many different potential answers.
|
Down syndrome
|
Down syndrome is a condition resulting from a chromosomal abnormality; characterized
by mental retardation and such physical signs as slanted-appearing eyes, flattened
features, shortness, tendency toward obesity. The three major types of Down syndrome
are trisomy 21, mosaicism, and translocation.
|
Educable mentally retarded
|
The traditionally used educator's classification label for an individual whose IQ
is between 50 and 75; considered to be capable of learning basic academic subjects;
loosely corresponds to the AAMR (American Association of Mental Retardation) category
of mild retardation.
|
External locus of control
|
External locus of control is a personality characteristic in which individuals believe
chance factors or people other than themselves are responsible for personal successes
and failures; analogous to outer-directedness.
|
Fluency
|
Fluency means the flow with which oral language is produced.
|
Formative evaluation methods
|
Formative evaluation methods are measurement procedures used to monitor an individual
student's progress. They are used to compare an individual to himself or herself,
in contrast to standardized tests. (Tests which are primarily used to compare an
individual to other students) Sometimes tests which are taking place at the end
of a session are also known as formative evaluation.
|
Functional academics
|
Functional academics are that area of education in which practical skills are stressed
rather than academic learning.
|
Generalization
|
A principle of learning referring to a person's ability to learn something in one
situation or setting and then demonstrate it in another situation or setting; difficult
for many disabled students, especially those with learning disability or mental
retardation.
|
Hertz (Hz) unit
|
It is a measurement of the frequency of sound; refers to highness or lowness of
a sound.
|
Hyperactivity
|
A higher degree of inappropriate motor activity than is considered typical for a
particular age group.
|
Informal reading inventory (IRI)
|
A procedure used to appraise a child's level of reading competence in a particular
area; consists of sequentially graded reading paragraphs.
Internal locus of control
A personality characteristic in which individuals believe they are responsible for
their own successes and failures; analogous to inner directedness.
|
IQ-achievement discrepancy
|
When academic performance markedly lower than what would be appropriate for a student's
intellectual capability it is known as IQ achievement discrepancy.
|
Itinerant teacher
|
A specialized teacher who goes from one school to another on a regular schedule
to perform special instructional services for exceptional children; he also consults
with regular teacher about special problems or techniques.
|
Kurzweil Reading Machine
|
It is a computerized device that converts print into speech for the visually impaired.
The user places the printed material over a scanner that then 'reads' the material
aloud by means of an electronic voice.
|
Language
|
Language is an arbitrary code or system of symbols to communicate meaning.
|
Language disorder
|
It refers to a lag in the ability to understand and express ideas that puts linguistic
skills behind an individual's development in other areas, such as motor, cognitive,
or social development.
|
Learned helplessness
|
It is a motivational term referring to a condition wherein a person believes that
no matter how hard he or she tries, failure will result.
|
Locus of control
|
A motivational term referring to how people attribute their successes or failures,
people with an internal locus of control believe that they themselves are the reason
for success of failure, whereas people with an external locus of control believe
outside forces (e.g., other people) influence how they perform.
|
Mental Retardation
|
Mental retardation refers to significantly sub average intellectual functioning
resulting in or associated with impairments in adaptive behavior and manifested
during the developmental period.
|
Maintenance
|
A principle of learning referring to a person's ability to demonstrate what he or
she has learned a relatively long time (2 or 3 months) after he or she first learned
it; difficult for many disabled students, especially those with learning disabilities
or mental retardation.
|
Mediation
|
Mediation is a strategy of attaching a verbal label to something so that it can
be more easily remembered.
|
Memory level of teaching learning
|
Teaching learning at memory level is simply committing factual material to memory.
Morris L. Bigge says that memory level teaching learning can be defined as
the teaching learning task 'which supposedly embraces committing factual materials
to memory and nothing else.' Herbert is considered exponent of this
concept.
|
Mental age
|
Mental age refers to the IQ test score that specifies the age level at which an
individual is functioning
|
Meta-cognitive skills
|
Meta-cognitive skills are those abilities that people use to know their own cognitive
processes. Meta-cognition refers to one's understanding of what strategies are available
for learning and what strategies are best used in which situations.
|
Meta-cognitive strategy instruction
|
Providing alternative thinking strategies to students to facilitate the learning
process are known as meta-cognitive strategy instruction.
|
Mild retardation
|
Mild retardation is a classification used by the AAMR (American Association of Mental
Retardation) to specify an individual whose IQ test score is between 55 and 68 or
69;
corresponds to educator's label of educable retarded; individual is capable of learning
basic academic subjects.
|
Minimal brain dysfunction
|
A term used to describe a child who shows behavioral but not neurological signs
of brain injury; the term is not as popular as it was, primarily because of its
lack of diagnostic utility- i.e. some children who learn normally show signs indicative
of minimal brain dysfunction.
|
Mnemonic keyword method
|
It is a cognitive training strategy used to help children with memory problems to
remember curriculum content. The teacher transforms abstract information into a
concrete picture, which depicts the material in a more meaningful way.
|
Moderate retardation
|
A classification used by the AAMR (American Association of Mental Retardation) to
specify an individual whose IQ test score is between 40 and 55; corresponds to educator's
label of trainable retarded; individual can usually learn functional academics and
vocational skills.
|
Morphology
|
Morphology is the study within psycholinguistics of words formation; of how adding
or deleting parts of words changes their meaning. Learning disabled students often
make morphological errors.
|
Normalization
|
Normalization is a philosophical belief in special education that every individual,
even the most handicapped, should have an educational and living environment as
close to normal as possible.
|
Optacon
|
Optacon is a device used to enable the blind to 'read' consists of a camera that
converts print into an image of letters, which are then produced via vibration into
the finger.
|
Otology
|
Otology is the medical specialty dealing with the ear and its diseases.
|