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Chapter 2 Key
Terms and People
accelerated programs, 73 advanced placement, 73 affective domain, 39 appropriate education, 66 James Banks, 54 bilingual education, 57 Bilingual Education Act, 57 classroom climate, 54 cognitive domain, 39 demographic forecasting, 48 emotional intelligence quotient (EQ), 45 enculturation, 54 English as a Second Language (ESL), 58 English-only movement, 61 Equal Educational Opportunities Act (EEOA), 58 exceptional learners, 64 Howard Gardner, 43 generalizations, 51 gifted learners, 69 Carol Gilligan, 54 Daniel Goleman, 45 immersion, 59 individualized education program (IEP), 66 Individuals with Disabilities Education Act (IDEA), 66 intelligence, 42 language submersion, 57 Lau
v. Nichols,
57 learning
disabilities, 68 learning
styles, 38 least-restrictive
environment, 66 limited
English proficiency (LEP), 58 locus
of control, 39 mainstreaming
(inclusion), 68 maintenance
(developmental) approach, 58 multicultural education, 54 multiple intelligences, 43 nondiscriminatory education, 66 Carlos Julio Ovando, 63 portfolio, 45 procedural due process, 66 Public Law 94-142, 66 regular education initiative, 68 special education, 65 stereotypes, 51 Robert Sternberg, 71 transitional approach, 58 zero reject, 65 1. Briefly discuss cognitive, affective, and physiological factors that contribute to an individual’s learning style. 2. List and briefly explain the five critical principles of special education laid out in federal law, particularly in Public Law 94-142 and the Individuals with Disabilities Education Act (IDEA). 3. Briefly describe the four levels of multicultural education described by James Banks, and give an example of what might be taught at each of these four levels. |
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