Tag Archives: social-emotional learning

“recall:  A term used to describe the ability to retrieve information from long-term memory. Recall is involved in a broad range of tasks, from remembering a phone number to recalling information for a school exam. While useful as a descriptive term, it does not refer to a specific area of cognitive function.

Difficulty recalling information may be cause by a number of different learning problems. This may include problems imprinting information during processing because of poor attention or short-term memory, as well as difficulty with rapid retrieval tasks that are typically found in expressive language disorders.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

“self-advocacy: An individual’s ability to discuss a personal learning disability and request appropriate accommodations and services. Self-advocacy skills are important to develop in people with learning disabilities so they can take responsibility for their own learning and become empowered in school, work, and life. Individuals with disabilities should be familiar with their learning profile as well as relevant legislation.

Self-advocacy skills should be developed as soon as an individual is old enough to understand the learning process. Parents have a right to include their children who are being considered for special education classification in the multidisciplinary team meeting and in development of the individualized education program. Many high schools encourage students to become self-advocates by discussing their learning style and needs with teachers and by actively making transition plans from high school to the next environment.

Self-advocacy skills become even more important once an individual leaves school and begins a job or college, where there are no special educators or parents to advocate for them.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

“saliency: The relevance of an item or phenomenon to a task or activity. For example, the homework excitement that a teacher writes on the blackboard is highly salient to a student in the class, while the sounds of an activity out in the hallway are nonsalient. Problems with determining saliency (what is relevant or important to a particular task) are a significant issue in individuals with attention disorders.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.