A principle of the constructivist classroom where the two integral parts of the academic work are an openness to new information and different points of view.

A principle of the constructivist classroom where teaching is based on proactive planning.

The twenty-first-century students who are a part of the most educated and diverse groups in history.

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.

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.