在本指南中,我们根据以下定义使用这些术语。要了解更多关于这些词背后的任何更大的概念或它们在其他上下文中的使用方式,请探索 我们的额外资源清单.
作为 GIVE 的合作者和资源开发者,我们相信语言很重要,我们承认语言很复杂。下面的一些术语和定义来自城市/州/联邦资源、文件和立法。在某些情况下,机构使用的语言可能与患有特定残疾的个人用来描述自己/他们的经历的语言不一致。
本词汇表旨在帮助您理解在综合合作教学 (ICT) 课堂和其他包容性环境中工作时可能遇到的术语范围,因为您建立了必要的关系以识别和使用最有感觉的术语和语言与您的学生和教育合作伙伴的包容性和真实性。
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”.
住所: 住宿是一种提供的工具或策略,用于允许学生完全访问课程或活动。与修改不同,调整不会改变学习目标或结果。
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 残障权利与教育历史 resource or 什么是美国残疾人法案 (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 小组形成:优点,缺点和策略.
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 形成性评估
Behavior Management: 行为管理是一系列用于管理或改变学生行为的策略、程序和/或干预措施。行为管理干预可以在全校、课堂或学生特定级别进行。
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: 课程开始时的一种策略,可帮助学生过渡到研讨会并帮助教学艺术家衡量房间里学生的妆容和情绪。
Classroom Management: 课堂管理是一套工具和策略,您可以实施以有效建立和维护结构化的学习环境,同时最大限度地减少破坏性行为的可能性。根据学生的需求和年龄以及学习的重点,课堂之间的方法看起来可能有所不同。
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: 课程计划的结束,可能包括反思、重要信息的强调、理解的检查和/或结束仪式。
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 包容性语言指南 resource.
在纽约市教育部的综合合作教学教室中,残疾根据《残疾人教育法案》(IDEA) 中的 13 个类别进行分类:
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- 特定学习障碍 (SLD): 一个大的总称,包括与阅读、写作、口语、推理和数学挑战相关的条件。
- 其他健康损害: 影响力量、能量或警觉性的一系列条件的另一个保护伞。多动症属于这一类。
- 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.
- 情绪障碍: 一个广泛的类别,涵盖从焦虑和抑郁到精神分裂症和双相情感障碍的一系列心理健康挑战。一些心理健康问题可能归类为“其他健康损害”。
- 言语或语言障碍: 涵盖与言语和语言相关的挑战,例如口吃、单词发音错误、理解和使用语言困难等。
- 视力障碍,包括失明: 包括与视力相关的挑战,包括部分视力或失明。
- 耳聋: covers students who can’t hear most or all sounds, even with a hearing aid.
- 听觉受损: 指不属于耳聋定义的听力困难。
- 聋盲: covers students with severe hearing and vision challenges. This category exists because of the unique needs students have.
- 骨科损伤: covers challenges with physical function and ability, like cerebral palsy.
- 智力残疾: 一种残疾,包括低于平均水平的智力残疾,这可能会导致沟通、自我照顾和社交技能方面的挑战。一个例子是唐氏综合症。
- 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: 用于指导学生学习的基本的、不太容易回答的问题。这些通常是课程计划或课程的核心。
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.
通识教育老师: 通识教育教师是 ICT 课堂教学团队的一半。这位教师可能在学科内容方面接受过更多培训,而在与残疾学生合作方面接受过较少培训。在本指南中,通识教育教师及其特殊教育、辅助专业和相关服务提供者的同事可能被称为课堂专业人员。
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.
钩: An activity or element at the beginning of the lesson that grabs students attention and gets them excited about the material.
ICT Classroom: 与纽约市教育局 (NYC DOE) 公立学校系统合作的综合合作教学 (ICT) 教室是由一名通识教育教师和一名特殊教育教师共同领导的教室,以确保整个班级都包含在学习。 ICT 教室的学生人数众多,有和没有个性化教育计划。纽约市教育局将 IEP 学生的限制设置为课堂上不超过 40% 的学生。
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 残疾人教育法案 (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 创建无污名课堂 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: 课程中学生可以尝试新学到的技能或进一步独立探索某个主题的部分。
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 残疾、种族、性别和其他身份的交叉性.
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: 这个概念可能有不同的名称,具体取决于教学艺术家、组织或环境,但它通常指的是您工作坊的总体目标,或者如果在驻留模式中工作,则是指您的课程。
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.
造型: 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.
修改: 修改是对可能影响步骤或结果的课程或活动的调整,以使课程或活动完全可供学生或一组学生使用。根据纽约市教育部 (NYC DOE) 的说法,修改意味着学习目标会发生变化,这与保持学习目标或结果的调整不同。
多种模式: 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): 纽约市教育局是市政府的一部分,负责管理纽约市的公立学校系统。纽约市教育局制定了综合合作教学 (ICT) 教室的结构和标准。
Objective: 通常用于课程计划过程,目标确定学生在课程结束时能够做什么。目标可以包括使用某种技能、执行特定任务、理解特定主题等。
Paralanguage: The part of spoken communication that is not word-dependent: pitch, tone, speech hesitations, facial expression, etc.
辅助专业: 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 辅助专业角色和职责.
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 包容性语言指南.
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 规划会议指南.
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 创建无污名课堂.
反射: 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 持续的课堂反思策略 或者 与学生的最终计划反思.
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 相关服务提供商 Resource.
根据 纽约市教育部,一些 RSP 的例子是:
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- 辅助技术服务: 支持学生访问课堂材料以及课堂交流
- 咨询: 提供有关社交、情感和应对技巧的支持。
- 听力教育服务: 支持聋哑学生的沟通技巧。
- 职业治疗: 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.
- 定向和移动服务: helps students who are visually impaired improve awareness of and ability to successfully navigate their surroundings
- 物理疗法: 帮助学生培养身体技能,例如运动控制、行走(从一个地方移动到另一个地方)、平衡和协调,以便学生在学校空间中提高独立性。
- 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.
- 言语/语言治疗: 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.
- 同步学习: 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.
- 异步学习: 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 和 Utilizing the Adults in The Virtual Room.
脚手架: 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: 感官空间或感官室用于在重新参与活动或课堂社区之前减压和调节情绪。这个空间或房间通常包含物品、家具和其他有助于使空间平静和舒适的设计元素。
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 防止感觉过度刺激 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.
特殊教育老师: 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 谁在教室里?与课堂专家合作.
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 创建无污名课堂.
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 通用学习设计最佳实践.
Warm-Up: 通常是简短而动态的活动,热身是教学艺术家可以快速评估学生参与度和精力、激活和激励参与者并介绍与课程计划相关的技能或概念的一种方式。
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.