용어 해설

이 가이드 전체에서 다음 정의에 따라 이러한 용어를 사용합니다. 이 단어 뒤에 숨겨진 더 큰 개념이나 다른 맥락에서 어떻게 사용되는지 자세히 알아보려면 다음을 탐색하십시오. 추가 리소스 목록. 

GIVE 공동 작업자 및 리소스 개발자로서 우리는 언어가 중요하다고 믿으며 언어가 복잡하다는 것을 인정합니다. 아래의 용어 및 정의 중 일부는 시/주/연방 자원, 문서 및 법률에서 발췌한 것입니다. 어떤 경우에는 기관에서 사용하는 언어가 특정 장애가 있는 개인이 자신/자신의 경험을 설명하는 데 사용할 수 있는 언어와 일치하지 않을 수 있습니다. 

이 용어집은 ICT(Integrated Co-Teaching) 교실 및 기타 통합 환경에서 작업하는 동안 접할 수 있는 용어의 범위를 이해하는 데 도움을 주기 위한 것입니다. 학생 및 교육 파트너와 함께 포괄적이고 진정성 있습니다.

Ableism: A discriminatory practice based on the belief that non-disabled and neurotypical persons are superior and assume people with disabilities are inferior and need “fixing”.

 

숙소: 조정은 학생이 수업이나 활동에 완전히 접근할 수 있도록 하기 위해 제공되는 도구 또는 전략입니다. 수정과 달리 조정은 학습 목표나 결과를 변경하지 않습니다. 

 

ADA: ADA stands for the Americans with Disabilities Act, a federal civil rights law, passed in 1990, that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. To learn more, see 장애 권리 및 교육 역사 resource or  미국 장애인법(ADA)이란 무엇입니까?

 

Anti-racist teaching: Teaching that actively works to dismantle the structures, policies, institutions, and systems that create barriers and perpetuate race-based inequities for people of color. This can be done by re-evaluating curriculum and practices, educating students to understand privilege and rethink power, and supporting anti-racist policies. To learn more, see the Intersectionality of Disability and Other Identities resource.

 

Arrangement of Physical Space: The orientation and arrangement of the space can have an impact on student learning. Sometimes this is prescribed in advance for a Teaching Artist or they may have few options in changing the space for their lesson or workshop. Nevertheless, the arrangement of the physical space is an important thing to consider. For the importance of the arrangement of space, see 그룹 구성: 장단점 및 전략.

 

Assessment: This term refers broadly to the many ways educators–including Teaching Artists–measure, evaluate, and document students’ needs, learning, progress, skill-development, and more. Assessment can be done before, during, or after a single workshop or a full residency. Typically, when Teaching Artists are assessing students, the purpose is to understand how to appropriately challenge students and meet their learning needs, to decide if/when adjustments to a workshop or residency are needed, or to evaluate the success of a lesson plan, curriculum, or the Teaching Artists’ skills and facilitation. See also 형성 평가

 

Behavior Management: 행동 관리는 학생 행동을 관리하거나 변경하는 데 사용되는 일련의 전략, 절차 및/또는 중재입니다. 행동 관리 중재는 학교 전체, 교실 또는 학생별 수준에서 발생할 수 있습니다.

 

Caregivers: Caregivers may be a student’s parent or guardian, another at-home family member, or, in some cases, a hired professional. Caregivers become important to remote learning environments: Teaching artists may engage, collaborate with, and support caregivers as a way to engage and support students in their home environment.

 

Check-in: 수업 시작 시 학생들이 워크샵으로 전환하는 데 도움이 되고 교육 예술가가 교실에 있는 학생들의 메이크업과 분위기를 측정하는 데 도움이 되는 전략입니다.

 

Classroom Management: 교실 관리는 파괴적 행동의 가능성을 최소화하면서 구조화된 학습 환경을 효과적으로 구축하고 유지하기 위해 구현할 수 있는 도구 및 전략 세트입니다. 접근 방식은 학생의 필요와 연령, 학습 초점에 따라 교실마다 다를 수 있습니다. 

 

Classroom Professional(s): This term is used throughout the guide to refer to the General Education Teacher and the Special Education Teacher as well as any Paraprofessionals and Related Service Providers who may be present.

 

Closing: 반성, 중요한 정보 강조, 이해 확인 및/또는 마무리 의식을 포함할 수 있는 수업 계획의 끝.

 

Disability: This is a word that is used and understood in many different ways. In what’s known as the “medical model of disability,” the term refers to physical, mental, cognitive, or developmental conditions that impair a person’s activities, senses, movement, and experiences. In what’s known as the “social model of disability,” disability is understood as the societal structures and barriers that limit the activities and life choices of a person with disabilities. In this model, disability is understood as a social problem, not one created by the physical, mental, cognitive, or developmental conditions themselves. See also Person-first language. To learn more explore the 포괄적 인 언어 가이드 resource. 

 

뉴욕시 교육부 내 통합 공동 교육 교실에서 장애는 장애인 교육법(IDEA)에 포함된 13개 범주에 따라 분류됩니다. 

 

    • 특정 학습 장애(SLD): 읽기, 쓰기, 말하기, 추론 및 수학 문제와 관련된 조건을 포함하는 큰 포괄적 용어입니다. 
  • 기타 건강 장애: 힘, 에너지 또는 주의력에 영향을 미치는 다양한 조건을 위한 또 다른 우산. ADHD는 이 범주에 속합니다. 
  • Autism spectrum disorder (ASD): a developmental disability which includes a wide range of symptoms that may impact behavior, many of which are connected to social and communication skills. 
  • 정서적 장애: 불안과 우울증에서 정신 분열증과 양극성 장애에 이르기까지 정신 건강 문제의 범위를 포괄하는 광범위한 범주입니다. 일부 정신 건강 문제는 "기타 건강 장애"로 분류될 수 있습니다.
  • 언어 장애: 말더듬, 잘못된 발음, 언어 이해 및 사용의 어려움 등과 같은 말하기 및 언어와 관련된 문제를 다룹니다.
  • 실명을 포함한 시각 장애: 부분 시력 또는 실명을 포함하여 시력과 관련된 문제가 포함됩니다. 
  • 난청: covers students who can’t hear most or all sounds, even with a hearing aid.
  • 청각 장애: 난청의 정의를 벗어나는 청각 장애를 말합니다.
  • 난청: covers students with severe hearing and vision challenges. This category exists because of the unique needs students have. 
  • 정형 장애: covers challenges with physical function and ability, like cerebral palsy.
  • 지적 장애: 의사 소통, 자기 관리 및 사회적 기술에 문제를 일으킬 수 있는 평균 미만의 지적 장애를 포함하는 장애 유형. 대표적인 것이 다운증후군이다.
  • Traumatic brain injury: caused by accident or some kind of physical force with lasting effects. 
  • Multiple disabilities: acknowledges that if students have conditions in more than one of the above categories, they may need support beyond programs designed for just one disability.

 

Essential or Guiding Question: 학생들의 학습을 안내하는 데 사용되는 기본적이지만 대답하기 쉽지 않은 질문입니다. 이는 일반적으로 수업 계획 또는 커리큘럼의 핵심입니다.

 

Float: Often used to refer either to an action or a role in the classroom, float typically means to survey and move around the room to assess student engagement and understanding and jump in to support students when needed. If two Teaching Artists are teaching together, there may be times in the lesson where one takes a primary facilitation role while the other floats. 

 

Formative Assessment: Formative assessments are ways to assess students’ learning and comprehension throughout a workshop or residency that are typically used to help you in your planning. Formative assessments are typically low stakes and easy to perform while in process (as opposed to only at the end of a workshop or residency). Examples include students completing entrance/exit tickets with prompts relevant to the lesson, describing how they feel during or after an activity with one word or movement, or sharing something as simple as thumbs up/down/middle to express their understanding. See also Assessment.

 

일반 교육 교사: 일반 교육 교사는 ICT 교실에서 가르치는 팀의 절반입니다. 이 교사는 과목 내용에 대해 더 많은 훈련을 받았고 장애가 있는 학생과 협력하는 데 더 적은 훈련을 받았을 수 있습니다. 이 안내서 전체에서 일반 교육 교사는 특수 교육, 보조교사 및 관련 서비스 제공자 동료와 함께 교실 전문가로 지칭될 수 있습니다.

 

Healing-centered and trauma-informed teaching: This type of teaching prioritizes making changes to the classroom and its culture to foster a feeling of safety and focus on healing for students who have experienced some form of trauma. These teaching practices shift away from a focus on responding to a student’s behavior alone and instead asking “what’s the story behind the behavior?” to focus on the whole student. See more in the Healing Centered & Trauma-Informed Teaching Guide.

 

훅: An activity or element at the beginning of the lesson that grabs students attention and gets them excited about the material.

 

ICT Classroom: NYC DOE(NYC DOE) 공립학교 시스템과 통합된 공동 교육(ICT) 교실은 일반 교육 교사와 특수 교육 교사가 협력하여 전체 수업이 수업에 포함되도록 하는 교실입니다. 학습. ICT 교실에는 개별 교육 계획이 있거나 없는 혼합된 학생 인구가 있습니다. NYC DOE는 IEP가 있는 학생의 학급 학생 수를 40% 이하로 제한합니다.

 

IDEA: IDEA stands for the Individuals with Disabilities Education Act, a federal law passed in 1975, then reauthorized in 1997 and 2004 with additional provisions, designed to ensure that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living. To learn more, explore the Disability & Special Education History resource or see 장애인 교육법(IDEA). 

 

IEP: An IEP is an Individualized Education Plan for a student with a disability that affects academic performance. Teachers, paraprofessionals, parents, and students collaborate on an IEP to set goals and specify necessary accommodations in the classroom. As a Teaching Artist, you will likely not have access to students’ IEPs but may be able to collaborate with your partnering teachers to understand important insights, needs, and goals from those plans.

 

Implicit Bias: Bias or prejudice that someone may be unaware they have or are acting on. This is also sometimes referred to as “Unconscious bias” as scientists speak about this happening on an unconscious level. Explore the 낙인 없는 교실 만들기 resource to learn more.  

 

Instruction: The part of a lesson plan that includes the teaching of a specific skill or subject area. Modes of instruction can include providing information verbally, providing visual information or instruction, modeling, and more. 

 

Individual Practice: 학생들이 새로 배운 기술을 시도하거나 주제를 독립적으로 더 탐구하는 수업의 일부입니다. 

 

Intersectionality: Intersectionality is the study of how overlapping or intersecting social identities—such as race, gender, and class—relate to systems and structures of discrimination and inequality. To learn more, see 장애, 인종, 성별 및 기타 정체성의 교차성.

 

Lesson Plan: Often abbreviated as ‘LP’, this is a document created by a classroom professional or teaching artist to outline the structure and content of an upcoming period of instruction.

 

Main Objective: 이 개념은 티칭 아티스트, 조직 또는 설정에 따라 이름이 다를 수 있지만 일반적으로 워크샵의 가장 중요한 목표 또는 레지던시 모델에서 작업하는 경우 커리큘럼을 나타냅니다. 

 

Materials: An important part of successful lesson planning, materials are the items and/or technology you, your students, and the Classroom Professionals will need to be successful in the lesson.

 

모델링: An important part of inclusive teaching, modeling refers to demonstrating a skill or activity while providing verbal instructions or information. Modeling can be a supportive strategy to ensure students understand and feel confident in the content. 

 

가감: 수정은 학생이나 학생 그룹이 수업이나 활동에 완전히 접근할 수 있도록 하기 위해 단계나 결과에 영향을 미칠 수 있는 수업이나 활동을 조정하는 것입니다. NYC Department of Education(NYC DOE)에 따르면 수정은 학습 목표 또는 결과를 유지하는 조정과 달리 학습 목표가 변경됨을 의미합니다.

 

여러 양식: These terms refer to the practice of supporting students by presenting information in a variety of ways throughout a lesson. This can mean presenting information visually (with words and images), verbally (by saying and repeating concepts and instructions), kinesthetically (by providing examples for students to touch or try out), and more. 

 

New York City Department of Education (NYC DOE): NYC DOE는 시 정부의 일부이며 뉴욕시의 공립학교 시스템을 관리하는 책임이 있습니다. NYC DOE는 통합 공동 교육(ICT) 교실의 구조와 표준을 설정합니다.

 

Objective: 수업 계획 과정에서 종종 사용되는 목표는 학생들이 수업이 끝날 때까지 무엇을 할 수 있는지 식별합니다. 목표에는 특정 기술 사용, 특정 작업 수행, 특정 주제 이해 등이 포함될 수 있습니다.

 

Paralanguage: The part of spoken communication that is not word-dependent: pitch, tone, speech hesitations, facial expression, etc.

 

보조교사: A Paraprofessional (Para) is a trained professional working in ICT and self-contained classrooms with students with disabilities. Paraprofessionals may be paired with one student in the classroom to support with medical or behavioral needs or may be assigned to support the classroom as a whole. Throughout this guide, Paraprofessionals may be referred to as “paras,” “adults in the room,” and more. Learn more in 보조교사 역할 및 책임.  

 

Person-first language: Person-first language is language practice used to identify an individual or a group of individuals that leads with the person first. For example, “young person with a disability” as opposed to “disabled young person.” Read more about preferred language in the 포괄적 인 언어 가이드.

 

Planning Meeting: While every organization and teaching artist has different expectations and practices surrounding planning meetings, these meetings typically take place before a workshop or residency. This is a time to discuss shared goals, discuss roles and resources, and talk about the needs, strengths, and interests of those in the room. The Planning Meeting may (but will not always) involve the Teaching Artist, organization staff, general education teacher, special education teacher, school administrators, paraprofessionals, and related support service providers. To learn more, see 회의 지침 계획.

 

Reification: The mental tendency for the label of a group to become the label for the individual and for that label to become fixed. Explore more in 낙인 없는 교실 만들기.  

 

반사: Students create meaning from their experience by revisiting what was learned, processing their learning experience, and making connections to their lives beyond your workshop or residency. Reflection can take many forms, and should not be limited to just discussion. To learn more, see 진행 중인 수업 내 반영 전략 or 학생들과의 최종 프로그램 반영. 

 

Related Service Providers (RSPs): RSPs are additional adults you may encounter in an ICT classroom who provide support for specific students according to their Individualized Education Plans (IEPs). RSPs may be in the room only part-time or may pull students out of the classroom to provide services. Learn More in the 관련 서비스 제공업체  Resource.  

 

 에 따르면 뉴욕시 교육부, RSP의 몇 가지 예는 다음과 같습니다. 

    • 보조 기술 서비스: 학생들이 교실 자료에 액세스하고 교실에서 의사 소통할 수 있도록 지원합니다.
    • 상담: 사회적, 정서적, 대처 기술에 대한 지원을 제공합니다. 
    • 청각 교육 서비스: 청각 장애 또는 난청 학생의 의사 소통 기술을 지원합니다. 
    • 작업 요법: builds everyday life skills (eating, dressing, solving problems, engaging socially etc.) by building eye and hand coordination, improving use of sensory information, and focusing attention. 
    • 오리엔테이션 및 이동 서비스: helps students who are visually impaired improve awareness of and ability to successfully navigate their surroundings
  • 물리 치료: 학생들이 학교 공간에서 독립성을 높일 수 있도록 운동 조절, 보행(한 장소에서 다음 장소로 이동), 균형 및 조정과 같은 신체적 기술을 구축하도록 돕습니다.
  • School Nurse Services: supports students with health-related needs
    • Sign Language Interpreter: supports students, teachers, and staff in academic and social interaction.
  • 언어/언어 치료: helps students with a variety of listening and speaking goals, which may include, auditory processing (understanding and using the sounds of language), phonological skills (organizing speech sounds), comprehension (understanding language), articulation (forming clear sounds in speech), and social language skills
  • Vision Education Services: helps students who are blind or have visual impairments to use braille.

 

Relaxed Performance: a performance that makes particular efforts to support audience members (and performers) in experiencing the show with accommodations that make the experience more accessible, whether they need more or less sensory stimulation, need to stand up and move, need easy access to the bathroom or a space to take a break, etc. See also, Sensory overstimulation.

 

Remote learning: Remote or distance learning is when students engage in an online classroom. Each school may use a different platform for remote learning (Google Classroom, or Zoom for example), and teaching artists may utilize synchronous or asynchronous learning — or a hybrid of both.

 

  • 동기 학습: Remote education that occurs in real-time or ‘live’ is often referred to as “synchronous learning.” This can be between the teacher/teaching artist and the students, or between students, and it allows for more immediate interactions and conversations with participants.

 

  • 비동기 학습: Some schools offer asynchronous learning, which does not occur “live” but rather as recorded lessons and assignments for students to do on their own time. Not all students may have access to the internet or a computer at all times, so asynchronous learning allows all participants to do an activity or lesson in their own time.

 

Residency: In the field of Teaching Artistry, a residency typically refers to a series of workshops a Teaching Artist(s) facilitates in a school, after school program, community center, or other learning space. The residency may last several weeks to several months, the arc of which may be connected by a curriculum focusing on a particular art form or theme or working toward a particular outcome (a performance, student portfolios, etc.). 

 

Rituals: Actions that are repeated at the beginning, end, or moments of transition during a workshop or class. Rituals can take the form of a group activity, a mantra, a meditation, a stretch, a free write/draw, and more. The goal of a ritual is to build community and belonging, to establish a particular tone or energy in the room, to express shared values and beliefs, etc. Important for students of all abilities, rituals can ease transitions, support self-regulation, and anchor focus. 

 

Role of Classroom Professional: The focus or specific task/s a classroom professional takes on to participate, support, and contribute to your lesson while class is in session. To learn more, see Engaging the Adults in the Room 그리고 Utilizing the Adults in The Virtual Room.

 

발판: Scaffolding is the process of systematically building upon a student’s knowledge and experience as a way to enhance learning. Think of your objective for a lesson or a unit of lessons, what are all of the foundational skills and knowledge that will need to be in place to support students in reaching that new high point? The intentional mapping, timing, and facilitation of those foundations will form your scaffolding.

 

Self-regulate: Self-regulation usually refers to the ability to recognize, understand, and manage one’s own emotions and behaviors. People of all abilities may need support at different times to successfully self-regulate. Sometimes, self-regulation can refer to ways students guide their own learning–determining their own entry point, pace, process, and goal. 

 

Sensory Space or Sensory Room: 감각 공간 또는 감각 공간은 활동이나 교실 커뮤니티에 다시 참여하기 전에 감정을 압축하고 조절하는 데 사용됩니다. 이 공간이나 방에는 일반적으로 공간을 차분하고 편안하게 만드는 데 도움이 되는 물건, 가구 및 기타 디자인 요소가 포함됩니다.

 

Sensory overstimulation: Sensory overstimulation is an overload of sensory  information that can have a variety of effects on someone such as difficulty focusing or processing, irritability, discomfort, a desire to shield yourself from certain inputs (e.g. covering ears or eyes), etc. Explore more in the 감각 과잉 자극 방지 Resource. 

 

Social-Emotional Learning (SEL): This is the process of developing self-awareness, self-control, and interpersonal skills necessary to understand and manage emotions, feel and show empathy in meaningful interactions with others, set and work toward goals, make responsible decisions, and more. 

 

특수 교육 교사: The Special Education Teacher is half of the teaching team in an ICT classroom. This teacher may have greater training in working with students with disabilities and lesser training in the subject content. Throughout this guide, Special Education Teachers may be referred to as “teachers,” “partnering teachers,” “Classroom Teachers (CTs),” “Classroom Professionals” and more. Explore more in 누가 교실에 있습니까? 강의실 전문가와 공동 작업.  

 

Stigma: Notions that shape our perceptions of groups, individuals and lived experiences based on race, ethnicity, geography, status, body, age, gender, and disabilities. See more in 낙인 없는 교실 만들기.

 

Teaching Artist: Often abbreviated as ‘TA,’ a Teaching Artist is a professional visual, performing, or literary artist who works in schools and in the community. The Teaching Artist may perform for the students and teachers, may work in long term or short-term residencies in classrooms or in a community setting, or may lead in program development through involvement in curricular planning and residencies with school partners. The Teaching Artist is an educator who integrates the creative process into the classroom and the community.

 

Transitions: The action that facilitates moving from one place or activity to the next is referred to as a transition. The goal of a successful transition is to help students make a shift while maintaining focus, to alleviate anxiety for students who have difficulty with transitions, and to conserve valuable learning time. Teaching Artists typically facilitate three different kinds of transitions: entering the space/starting the lesson; moving between activities; ending the lesson/leaving the space. 

 

Universal Design for Learning (UDL): According to the nonprofit education research and development organization CAST, Universal Design for Learning (UDL) is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”  We use universal design (or UDL) in this guide as a framework for planning and teaching that considers how to make a lesson or activity accessible for as wide a range of students with and without disabilities as possible. To learn more, see 학습을위한 유니버설 디자인의 모범 사례.

 

Warm-Up: 일반적으로 짧고 역동적인 활동인 워밍업은 티칭 아티스트가 학생 참여와 에너지를 빠르게 평가하고 참가자를 활성화 및 활성화하며 수업 계획과 연결된 기술 또는 개념을 소개할 수 있는 방법입니다. 

 

White Supremacy Culture: A prevalent set of cultural norms that support the idea that white, nondisabled, cisgender, heteronormative people of European descent are the ideal/normal humans. These norms or concepts are often not named but deeply ingrained in American society, educational systems, and organizations. Read more in Tema Okun’s analysis of this culture here.

 

Workshop: In the field of Teaching Artistry, a workshop refers to a single visit by a teaching artist to a classroom, after school program, community center, or other space, in which students or other participants receive specialized instruction in a particular art form or technique within an art form.

 

Word(s) of the Day: Sometimes included in lesson plans, words of the day may include key concepts or vocabulary that students will learn and use during the lesson. Consider  

Sharing the word(s) in multiple ways: saying it out loud, writing the word and providing a drawing or image, leading the class in saying it together, etc.