The following are definitions of words or terms that are commonly used in special education. The definitions have been taken from a variety of sources, which are documented. I encourage you to visit the links for more information.
Types of Disabilities:
Learning Disability: A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. Every individual with a learning disability is unique and shows a different combination and degree of difficulties. A common characteristic among people with learning disabilities is uneven areas of ability, “a weakness within a sea of strengths.” For instance, a child with dyslexia who struggles with reading, writing and spelling may be very capable in math and science Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages. Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities:” the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age. A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community. In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is “specific learning disability,” one of 13 categories of disability under that law.
Taken from Learning Disabilities Association of America; http://www.ldanatl.org/aboutld/parents/ld_basics/ld.asp
Dyslexia: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). http://www.interdys.org/index.htm
Attention-deficit/hyperactivity disorder (AD/HD): a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity. It affects between 3-7 percent of schoolage children, and between 2-4 percent of adults. Attention-deficit/hyperactivity disorder (AD/HD) is the current diagnostic label for a condition that has been recognized and studied for over a century. The body of scientific literature documenting the reality of this condition is immense.
AD/HD or ADD? "AD/HD" (attention-deficit/hyperactivity disorder) is the term now used for a condition which has had several names over the past hundred years. Science recognizes three subtypes of AD/HD (inattentive, hyperactive-impulsive, and combined). A diagnosis of one type or another depends on the specific symptoms (i.e. the "diagnostic criteria") that person has. While some individuals, including many professionals, still refer to the condition as "ADD" (attention deficit disorder), this term is no longer in widespread use. For those who may have been diagnosed with ADD, the corresponding diagnostic category, using current terminology, would mostly likely be "AD/HD, Predominantly Inattentive Type." Taken from: National Resource Center on ADHD; http://www.help4adhd.org/en/about/what
OTHER HEALTH IMPAIRED: A child may be classified as “other health impaired” if the child has a chronic (long-term) or acute (severe) illness or health problem that harmfully affects his/her educational performance. A child with a heart condition, tuberculosis, rheumatic fever, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or diabetes may be classified as other health impaired if the child’s health problems have a negative effect on his/her schooling. The condition must be documented by a doctor. Taken from: Glossary Created by The State University of New Jersey,Rutgers University; based on IDEA
MULTIPLY DISABLED:
A child classified as “multiply disabled” has two or more impairments or disabilities at the same time, not including eligibility for speechlanguage services. The two or more disabilities cause such severe educational problems that separate programs designed for the separate disabling conditions will not meet the child’s educational needs. For example, a child may be classified as “multiply disabled” if s/he has an emotional impairment and a learning disability, or if the child is both deaf and blind. The child’s special education program must address both disabilities. Taken from: Glossary Created by The State University of New Jersey,Rutgers University; based on IDEA
Autism:
Autism (sometimes called “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.
Taken from: National Institute of Neurological Disorders and Stroke; http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
Asperger's Syndrome: Asperger syndrome (AS) is a developmental disorder that is characterized by:
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limited interests or an unusual preoccupation with a particular subject to the exclusion of other activities
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repetitive routines or rituals
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peculiarities in speech and language, such as speaking in an overly formal manner or in a monotone, or taking figures of speech literally
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socially and emotionally inappropriate behavior and the inability to interact successfully with peers
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problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze
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LEAST RESTRICTIVE ENVIRONMENT: Every child with a disability should be educated with non-disabled children to the maximum extent possible.
Reading Terms: Taken from: National Institute for Literacy; http://www.nifl.gov/partnershipforreading/glossary/glossary.html
Context clues: Context clues are sources of information outside of words that readers may use to predict the identities and meanings of unknown words. Context clues may be drawn from the immediate sentence containing the word, from text already read, from pictures accompanying the text, or from definitions, restatements, examples, or descriptions in the text.
Fluency: Fluency is the ability to read a text accurately, quickly, and with proper expression and comprehension. Because fluent readers do not have to concentrate on decoding words, they can focus their attention on what the text means.
Monitoring comprehension: Readers who monitor their comprehension know when they understand what they read and when they do not. Students are able to use appropriate "fix-up" strategies to resolve problems in comprehension.
Phonemic awareness: Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. An example of how beginning readers show us they have phonemic awareness is combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.")
Phonics: Phonics is a form of instruction to cultivate the understanding and use of the alphabetic principle, that there is a predictable relationship between phonemes (the sounds in spoken language) and graphemes, the letters that represent those sounds in written language and that this information can be used to read or decode words.
Phonological awareness: Phonological awareness covers a range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes. It also includes phonemic awareness (see above) as well as other aspects of spoken language such as rhyming and syllabication.
Text comprehension: Text comprehension is the reason for reading: understanding what is read, with readers reading actively (engaging in the complex process of making sense from text) and with purpose (for learning, understanding, or enjoyment).
Vocabulary: Vocabulary refers to the words a reader knows. Listening vocabulary refers to the words a person knows when hearing them in oral speech. Speaking vocabulary refers to the words we use when we speak. Reading vocabulary refers to the words a person knows when seeing them in print. Writing vocabulary refers to the words we use in writing.
Word parts: Word parts include affixes (prefixes and suffixes), base words, and word roots.
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Some more reading terms! Taken from: Reading Rockets; http://www.readingrockets.org/teaching/glossary
Decoding : Decoding is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. It is also the act of deciphering a new word by sounding it out.
Story structure: In story structure, a reader sees the way the content and events of a story are organized into a plot. Students learn to identify the categories of content (setting, characters, initiating events, internal reactions, goals, attempts, and outcomes) and how this content is organized into a plot. Often students recognize the way the story is organized by developing a story map. This strategy improves students' comprehension and memory of story content and meaning.
Summarizing: Summarizing is a process in which a reader synthesizes the important ideas in a text. Teaching students to summarize helps them generate main ideas, connect central ideas, eliminate redundant and unnecessary information, and remember what they read.