A perspective on learning and reading that includes the cognitive, motivational, and social aspects of the classroom. Engaged learners want to understand the material that is presented to them and have intrinsic motivation for interacting with it. They use their cognitive skills to understand, and, once they do, they discuss

Readers who create new understanding based on their prior knowledge and a connection with the new material.

Students who have a purpose and want to understand the material presented to them. They believe in their own ability to master the material and take responsibility for learning.

A principle of the constructivist classroom where learning should make sense to the child.

A model that takes a closer look at the intersection between individual characteristics and the environment. This approach is often used to provide a framework for early intervention because of its acknowledgment of both factors.

Programs that combine psychological therapy and educational goals.

Breaking down skills into smaller parts to make the larger skill and long-term goal more accessible.

A mental health professional who often works with families who have children with special needs in order to coordinate services.

A program based on the idea that social interaction is a developmental task closely linked to language.

Vygotsky’s theory that states the social context is important to the acquisition of domestic, vocational, and communication skills that can increase a child’s daily independence and ability to do things for him or herself.