Tag Archives: term of art

Term of Art: Social Maladjustment

“social maladjustment: A vague term for a child’s chronic misconduct in the absence of emotional disturbance. The Individuals with Disabilities Education Improvement Act specifically prohibits the classification of children as handicapped because of social maladjustment, although social maladjustment may occur together with legally defined handicaps.

In the past, it was a common practice for schools to place children into special education classes based on their misconduct rather than in the presence of a handicap. Many alleged that public school special education classes became ‘dumping grounds’ for the children whom no one wanted to teach, such as juvenile delinquents and those who defied authority.”

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

Term of Art: Standard English

“standard English: The language that is used by the vast majority of newspapers, magazines, and books published in the United States, as well as by most television networks, government agencies, universities, and employers. Critics object that requiring students to learn standard English discriminates against those who do not speak or write standard English and privileges those who do. Yet the ability to read, speak, and comprehend standard English is necessary for anyone who hopes to advance in school, higher education, the professions, or the business world.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Social Cognition

“social cognition: A term used by social and developmental psychologists to refer to how people come to be concerned with the actions, thought, and feelings of others. This area of study examines how social perceptions develop, how individuals make social judgments, and how others affect an individual’s self-concept. Many children with learning disabilities have significant deficits in social cognition as well as academic difficulties.”

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

Term of Art: Standard

“standard: An officially sanctioned description of what a student is expected to learn and how well it should be learned in specific subjects taught in school. Standards may be created by school districts, states, federal agencies, subject-matter organizations, or advocacy groups. Although the federal government is by law barred from creating or influencing curriculum, various federal agencies have done so, including the National Science Foundation and the U.S Department of Education. Following the example of the National Assessment Governing Board, which supervises the federally funded National Assessment of Educational Progress, most states identify achievement levels on their tests as basic (adequate); proficient (skilled); or advanced (superior). See also content standards; performance standards.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Simultaneous Retrieval Memory

“simultaneous retrieval memory: Recalling multiple items or procedures at the same time. This form of recall is particularly involved in writing tasks. For example, in writing a sentence one must simultaneously recall information about correct spelling, word order and syntactic patterns, and appropriate punctuation. For many individuals with learning disabilities, difficulties in this area may result in performance that does not reflect their actual knowledge of such elements as spelling or punctuation rules. The presence of errors can refect difficulty in accessing knowledge in long-term memory on demand and simultaneously, rather than in isolation and with time for thought and reflection.”

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

Term of Art: Systematic Phonics

“systematic phonics: Direct reading instruction that explicitly teaches the relationships between letters and sounds in a sequence of interconnected lessons.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Systematic Instruction

“systematic instruction: A teaching approach that identifies the specific steps needed to teach a given lesson. Systematic instruction includes clear objectives describing the content to be learned, detailed strategies to teach that content, and diagnostic assessments to determine whether students have mastered the content. See also Direct Instruction (DI).”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Sight Words

“sight words: Words that are recognized instantly, without using word attack skills. The larger the sight-word vocabulary, the more fluent the reading process. Sight words are frequently used words that make up the majority of the written text, such as the, just, bad, from and about. The Dolch List is a well-known compilation of the 220 most often used sight words that average learners should know by the end of third grade. When an individual has difficulty recognizing common words by sight, reading is slow and laborious.”

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

Term of Art: Syllabus

“syllabus: A summary outline of a program of study that explains in detail what teachers will teach, what students are expected to learn, and what the examination for the course will cover.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Sight Word Approach

“sight word approach: A method of teaching reading and spelling in which small numbers of instantly recognizable sight words are presented while the child masters them.

While many early readers naturally learn to read words through frequent exposure to them in stories, sight words often should be explicitly taught to individuals with a learning disability. Sight words can be hard to learn for these children because they frequently have trouble following common spelling and pronunciation patterns, such as are, were, been, and some, and require a strong visual memory for words.

To avoid such confusions when using the sight-word approach to teach reading and spelling, words should be carefully selected initially to follow consistent spelling patterns.”

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