В этом руководстве мы используем эти термины на основе следующих определений. Чтобы узнать больше о любой из основных концепций, лежащих в основе этих слов, или о том, как они используются в других контекстах, пожалуйста, изучите наш список дополнительных ресурсов.
Как сотрудники GIVE и разработчики ресурсов, мы считаем, что язык имеет значение, и признаем, что язык сложен. Некоторые из приведенных ниже терминов и определений взяты из ресурсов, документов и законодательства города / штата / федерального уровня. В некоторых случаях язык, используемый учреждениями, может не соответствовать языку, который люди, живущие с особыми ограниченными возможностями, могут использовать для описания себя / своего опыта.
Этот глоссарий призван помочь вам понять диапазон терминов, с которыми вы можете встретиться при работе в классе интегрированного совместного обучения (ИКТ), и других условиях включения, поскольку вы строите отношения, необходимые для определения и использования терминов и языка, которые кажутся вам наиболее удобными. инклюзивный и аутентичный с вашими учениками и партнерами по образованию.
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”.
Accommodation: Размещение - это предоставленный инструмент или стратегия, позволяющая учащемуся получить полный доступ к уроку или занятию. В отличие от модификации, приспособление не меняет цель или результат обучения.
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 Права инвалидов и история образования resource or Что такое Закон об американцах с ограниченными возможностями (ADA)?
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 Формирование группы: плюсы, минусы и стратегии.
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 Формирующая оценка
Behavior Management: Управление поведением - это серия стратегий, процедур и / или вмешательств, используемых для управления или изменения поведения учащихся. Вмешательства по управлению поведением могут осуществляться на уровне школы, класса или конкретного учащегося.
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: Стратегия в начале урока, чтобы помочь студентам перейти на семинар и помочь учителю (художникам) оценить макияж и настроение учеников в комнате.
Classroom Management: Управление классом - это набор инструментов и стратегий, которые вы можете реализовать для эффективного создания и поддержания структурированной учебной среды, сводя к минимуму возможность деструктивного поведения. Подходы могут отличаться от класса к классу в зависимости от потребностей и возраста учащихся, а также от направленности обучения.
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: Завершение плана урока, который может включать размышление, выделение важной информации, проверку понимания и / или заключительный ритуал.
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 Инклюзивный языковой гид resource.
В интегрированных классах совместного обучения Департамента образования Нью-Йорка инвалиды классифицируются в соответствии с 13 категориями, включенными в Закон об образовании лиц с ограниченными возможностями (IDEA):
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- Специфическая неспособность к обучению (SLD): большой общий термин, который включает условия, связанные с чтением, письмом, речью, рассуждением и математическими задачами.
- Другое нарушение здоровья: еще один зонтик для ряда состояний, влияющих на силу, энергию или бдительность. СДВГ попадает в эту категорию.
- 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.
- Эмоциональное расстройство: широкая категория, охватывающая широкий спектр проблем психического здоровья от тревожности и депрессии до шизофрении и биполярного расстройства. Некоторые проблемы психического здоровья можно отнести к категории «Другое нарушение здоровья».
- Нарушение речи или языка: охватывает проблемы, связанные с речью и языком, такие как заикание, неправильное произношение слов, трудности с пониманием и использованием языка и многое другое.
- Нарушение зрения, включая слепоту: включает проблемы, связанные со зрением, включая частичное зрение или слепоту.
- Глухота: covers students who can’t hear most or all sounds, even with a hearing aid.
- Нарушение слуха: относится к проблемам со слухом, которые не подпадают под определение глухоты.
- Слепоглухота: covers students with severe hearing and vision challenges. This category exists because of the unique needs students have.
- Ортопедические нарушения: covers challenges with physical function and ability, like cerebral palsy.
- Интеллектуальная недееспособность: тип инвалидности, который включает умственную отсталость ниже среднего, которая может привести к проблемам с общением, самообслуживанием и социальными навыками. Пример - синдром Дауна.
- 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: Фундаментальные вопросы, на которые сложно ответить, используются для обучения студентов. Обычно они занимают центральное место в плане урока или учебной программе.
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.
General Education Teacher: Учитель общего образования - половина преподавательской группы в классе ИКТ. Этот учитель может иметь более глубокую подготовку по предметному содержанию и меньшую подготовку по работе с учащимися с ограниченными возможностями. В этом руководстве учителя общего образования могут называться классными специалистами вместе со своими коллегами по специальному образованию, парапрофессионалам и поставщикам сопутствующих услуг.
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.
Крюк: An activity or element at the beginning of the lesson that grabs students attention and gets them excited about the material.
ICT Classroom: Интегрированный класс совместного обучения (ICT) с системой государственных школ Департамента образования Нью-Йорка (NYC DOE) - это класс, которым руководят учитель общего образования и учитель специального образования, работающие в сотрудничестве, чтобы обеспечить включение всего класса в учебный класс. обучение. Классы ИКТ включают смешанную группу студентов с индивидуальными учебными планами и без них. Департамент образования Нью-Йорка устанавливает лимит студентов с IEP на уровне не более 40% студентов в классе.
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 Закон об образовании лиц с ограниченными возможностями (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 Создание классов без стигматизации 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: Часть урока, во время которой учащиеся могут опробовать полученные навыки или самостоятельно изучить тему.
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 Взаимосвязь инвалидности, расы, пола и других идентичностей.
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: Эта концепция может иметь разные названия в зависимости от преподавателя, организации или обстановки, но обычно она относится к всеобъемлющей цели вашего семинара или, если вы работаете по модели резидентуры, к вашей учебной программе.
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.
Моделирование: 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.
Modification: Модификация - это корректировка урока или занятия, которая может повлиять на шаги или результаты, чтобы сделать урок или занятие полностью доступными для ученика или группы учеников. Согласно Департаменту образования Нью-Йорка (NYC DOE), модификация означает, что изменяется цель обучения, в отличие от приспособления, которое поддерживает цель или результат обучения.
Несколько модальностей: 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): Департамент образования Нью-Йорка является частью городского правительства и отвечает за управление системой государственных школ в Нью-Йорке. Департамент образования Нью-Йорка устанавливает структуру и стандарты для классных комнат интегрированного совместного обучения (ICT).
Objective: Часто используется в процессе планирования урока, цель определяет, что студенты смогут сделать к концу урока. Цели могут включать использование определенного навыка, выполнение определенной задачи, понимание определенной темы и т. Д.
Paralanguage: The part of spoken communication that is not word-dependent: pitch, tone, speech hesitations, facial expression, etc.
Парапрофессиональный: 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 Парапрофессиональные роли и обязанности.
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 Инклюзивный языковой гид.
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 Рекомендации по планированию встречи.
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 Создание классов без стигматизации.
Отражение: 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 Текущие стратегии отражения в классе или Заключительная программа Размышления со студентами.
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 Поставщики сопутствующих услуг Resource.
Согласно Департамент образования Нью-Йорка, некоторые примеры RSP:
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- Услуги вспомогательных технологий: поддерживает учащихся в доступе к учебным материалам, а также в общении в классе
- Консультации: обеспечивает поддержку в отношении социальных, эмоциональных навыков и навыков преодоления трудностей.
- Услуги по обучению слуху: поддерживает коммуникативные навыки глухих или слабослышащих учащихся.
- Трудотерапия: 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.
- Услуги ориентации и мобильности: helps students who are visually impaired improve awareness of and ability to successfully navigate their surroundings
- Физиотерапия: помогает учащимся развить физические навыки, такие как контроль моторики, передвижение (перемещение с одного места на другое), равновесие и координацию, чтобы учащиеся могли повысить независимость в школьном пространстве.
- School Nurse Services: supports students with health-related needs
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- Sign Language Interpreter: supports students, teachers, and staff in academic and social interaction.
- Речевая / языковая терапия: 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.
- Синхронное обучение: 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.
- Асинхронное обучение: 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 а также Utilizing the Adults in The Virtual Room.
Строительные леса: 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: Сенсорное пространство или сенсорная комната используются для декомпрессии и регулирования эмоций перед тем, как снова заняться какой-либо деятельностью или учебным сообществом. Это пространство или комната обычно содержат предметы, мебель и другие элементы дизайна, которые помогают сделать пространство успокаивающим и комфортным.
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 Предотвращение сенсорной гиперстимуляции 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.
Special Education Teacher: 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 Кто в классе? Сотрудничество с профессионалами в классе.
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 Создание классов без стигматизации.
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 Лучшие практики универсального дизайна для обучения.
Warm-Up: Обычно короткие и динамичные занятия, разминки - это способ, с помощью которого преподаватели могут быстро оценить вовлеченность и энергию учащихся, активировать и зарядить участников энергией, а также представить навык или концепцию, связанные с планом урока.
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.