When children without disabilities are brought into the special education classroom or a therapy session for a specified period of time. Professional use reverse mainstreaming to increase the contact between disabled children in special education settings and their more typical peers.
The idea that parents and teachers can learn to spot warning signs that a child is not learning appropriately and respond in a way that positively impacts school success.
A form of intervention where professionals regularly come to the child’s home to assist the caregiver with the prescribed treatments and activities.
A classroom arrangement where a child with special needs receives all of their educational needs within the normal curriculum. In order to make full inclusion possible, a special education teacher will often work side by side with the traditional education teacher to help them fully implement the IEP goals.
Problems with the duration, intensity, pitch, or quality of the voice.
Words used when the speaker has no first-hand account or basis.
An individual’s perception that they have no control over their life and the world around them. That outcomes are based on luck, are the fault of others or chance.
An individual’s perception that they are in control of outcomes in their own life and their fate.
A term for when an individual with significant mental disabilities exhibits extremely high capabilities on a narrow topic. Examples include autistic individuals with exceptional math capabilities or individuals diagnosed with schizophrenia who are talented artists.