a learner-centered approach that emphasizes the adolescent’s active, cogitative construction of knowledge and understanding with guidance from the teacher.
A teaching strategy that encourages students to be independent thinkers and doers but still involves effective monitoring.
A teaching strategy that is restrictive and punitive
educating a child or adolescent with special educational needs full-time in the regular classroom
A disability in which children consistently show one or more of the following characteristics. 1) inattention 2) hyperactivity 3) Impulsivity.
Federal legislation spelling out broad mandates for providing educational services to all children and adolescents with disabilities.
A setting that is as similar as possible to the one in which children or adolescent without disability are educated
the education for All Handicapped Children Act, requires that all children with disabilities be given a free, appropriate public education.
A classroom strategy in which students from different cultural backgrounds are placed in a cooperative group in which, together, they have to construct different parts of a project to reach a common goal.
education that values diversity and includes the perspectives of a variety of cultural groups.
disabilities in which children experience difficulty in learning that involves understanding or using spoken or written language
a teaching strategy that offers students considerable autonomy but provides them with little support for developing learning skills or managing their behavior
A teacher centered approach characterized by teacher direction and control, mastery of academic skills, high expectations for students, and maximum time spent on learning tasks.
the circumstance of moving from the top position to the lowest position
adolescents who have above-average intelligence (usually defined as an IQ of 130 or higher) and/superior talent in some domain, such as art, music or mathematics.
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