GENERAL EDUCATION FTRC

Science, Technology, and Society

Biology Bios and logos
Bio and logos Study of life
AMOCTOSO Atom, molecule, organelle, cell, tissue,
organ, system, organism
Cytology The study of cells
Prokaryotic Do not contain a nucleus
Eukaryotic Contains a true nucleus
Prokaryotic Bacteria and Archaebacteria
Eukaryotic Protist, Fungi, Plant, Animal
Cilia Hair-like
Tail Flagellum
Robert Hooke Discovered cell from a cork made from
bark of an oak tree
Robert brown Discovered the cell’s nucleus
Virus Not a cell, not living, inert chemical
Capsid Protein shell that protects virus DNA
Taxonomy Father of modern taxonomy
Dear king Phillip, come over for good Domain, kingdom, phylum, class, order,
spaghetti family, genus, species
Carolus linnaeus Father of modern taxonomy
Proposed binomial nomenclature Carolus Linaeus
Domain archaea Kingdom archaea
Kindom archaea They live in various places, extreme
environments
Kingdom archaebacteria Methanogens, halophiles, thermophiles
Domain bacteria Kingdom eubacteria
Kingdom eubacteria monera
Kingdom eubacteria (monera) True bacteria, bacteria group
Kingdom eubacteria Streptococous
Domain eukarya Kingdom protista
Kingdom protista Diatoms, algae (green, golden, brown,
red algae)
Kingdom protista Entamoeba histolica (amoebiasis)
Plasmodium (malaria)
Kingdom fungi Molds, mushroom, yeast, microsporida
Kingdom Animalia Invertebrates (no backbones) Vertebrates
(have backbones)
Cnidaria Have stinging cells (nematocyst)
Cnidaria Jellyfish, coral
Anthropoda Jointed legs, segmented bodies
Anthropoda Insect- mosquito, butterflies
Crustaceans- crab, shrimp, lobsters
 Arachnid- spiders
Centipede
Millipede
Molding/ecdysis Insects shed off their old cuticle to grow in
size
Nematoda Roundworms, unsegmented
Nematoda Pinworms, Ascaris, hookworm, filarial
worm
Playtyhelminthes Flatworms, unsegmented
Playhelminthes Flukes, tapeworm, planaria
Annelida Segmented worms
annelida Leech, earthworms
earthworms hermaphroditic
hermaphroditic Both male and female found in the same
worm
leeches Promote anti coagulation
Molluska With soft bodies (usually with shells)
molluska Squid, clams, snails, octopi
Echinodermata Spiny body
echinodermata Sea star, urchin, sand dollars, sea
cucumber, brittle star
chordata Fish (pisces)- scales, gills, fins, shark,
lampeys.
Amphibians (amphibia)- frog salamander
Amphibian- two lives
Reptiles (reptilia)- eggs, scaly bodies,
crocodile, snake, turtle
Reptilian- creeping
Birds (aves)- 2 scaly legs, wings, feather.
Penguin, ostrich
Mammals (mamalia)- milk, platypus,
marsupial,
Walrus Marine mammals that have long ivory
tusks and lives in the arctic environment
Kingdom plantae Nonvascular and vascular
Non vascular Do not have tissues to transport water
and food
Vascular Have transport system in plants
Botany Study of plants
Vascular plants Seedless/seed vascular plants
Seed vascular plants Angiosperm, gymnosperm
angiosperm Flowering plant, most abundant, bears
fruit to protect seed
gymnosperm Cone bearing plant, naked seeds, seeds
are not enclosed
Xylem Water and minerals
phloem Distributes sugar and other organic
product (food)
seedless ferns
Gymnosperm conifers
flower Reproductive organ of a flowering plant
pollination Transfer of pollen grains to another
stigma
Cross pollination One plant to another plant
Self-pollination Pollination from the same flower
Sepals Calyx
Sepals Protects the flower bud before it opens
Petals corolla
petals Attract a particular pollinator
staMEN Male part
stamen AFP, anther, filament, pollen grains
Carpel (pistil) SOSO, stigma, ovary, style, ovule
Ovary Becomes fruit
Ovule Becomes the seed
Asexual reproduction Vegetative reproduction
Runners Horizontal stems
Runners New roots, and shoots develop at the
node
runners stolon
runners Strawberry, Bermuda grass, bamboo
tubers Underground stems that store food for the
plant, the eyes are the nodes, each eye
contains buds.
tubers potato
rhizomes They grow as horizontal underground
stem. Plant to plant
rhizomes ginger
Bulbs They are shortened, compressed
underground stems
bulbs Onion, garlic
corms Underground stems
corms Taro (colocasia), gabi
Underground roots Carrots, sweet potatoes, cassava
budding The parent organism grows a replica in a
form of an outgrowth called bud.
Budding Hydra, yeast
Fragmentation Separated pieces can form into an
individual
Fragmentation Sea star, flat worms
Binary fission Bacteria, exponential
Physical digestion Chewing of food in the mouth
Chemical digestion Breakdown by enzymes
Pharynx PT throat
Esophagus Passes food from your throat to your
stomach
Stomach Chyme (mixed food and gastric juices)
Small intestine Final place of digestion
villi Fingerlike structures
Large intestine Water absorption, production of vitamin k,
ends in rectum
anus Passageway in defacation
liver Largest internal organ
liver Creates bile (emulsification of fats)
Gall bladder Stores the bile
Pancreas Secrets enzyme for digestion of food
heart Pumps blood
Vein Bring blood back to the heart
artery Brings blood away from the heart
blood RBC, WBC, platelets
fibrinogen Protein in plasma for blood clotting
Red corpuscles is red Because of hemoglobin
Vitamin k Vitamin for blood clotting
calcium Mineral need for blood clotting
Vitamin B12 Vitamin need for RBC production
Inspiration Inhale, takes oxygen in
Expiration Exhale, release c02 out
Nose Warms and moistens air, traps dirt
Pharynx (throat) Passageway for air and food
epiglottis Prevents the entrance of food to trachea
Larynx (voice box) LV Vocal chords are found in the larynx
larynx Adams apple
trachea windpipe
lungs Main organ for respiratory system
endocrine Regulates body and maintain
homeostasis
endocrine hormones
Pancreas Release insulin
fertilization Union of sex cells/ sperm and egg
gametes Sex cells
In vitro Test tube
In vivo Meet inside the body
Nervous system Controls sensory and motor function
Nervous system Memory and emotions
Nervous system Brain and spinal chord
cerebrum Voluntary, largest, intelligence, learning,
 judgement
Cerebellum Involuntary, balance, coordination
Brain stem Connects brain and spinal chord.
involuntary
Brain stem Life sustaining, breathing, heart rate,
blood pressure, swallowing
Brain stem Midbrain, pons, medulla oblongata
Skeletal system Protects and support body part
Bone marrow Blood cell production
Skeletal system Calcium and phosphorus storage
bones 206 bones
Muscular system Moves limbs and other parts of the body
Smooth muscle Stomach and intestine
Cardiac muscle heart
Skeletal muscle Voluntary (in the limbs)
Excretory system Removes metabolic waste in the body
kidney Main excretory organ, produces urine
osmosis Movement of water across cell membrane
hypotonic Water comes inside the cell, swell, burst,
lysed
Isotonic No net movement of water
hypertonic Water goes outside the cell, shrink,
shivel, dehydrated
Integumentary system Body covering
ecology Study of ecosystem
ecosystem Relationship between living and non
living, abiotic and biotic
producers autotrophs
autotrophs Can make their own food
autotrophs plants
consumers heterotrophs
heterotrophs Obtain food from another organisms
herbivores Plant eaters
carnivores Feed on other animals
omnivores Feed on plants and animals
scavengers Feed on decaying and necrotic matter
decomposers saprophytes
competition Same needs
predation Human and deer
mutualism Both benefit (bee and flower) (carabao
and bird)
parasitism One benefits, one is harmed
parasitism tapeworm
commensalism Neither harmed nor benefited
genetics Study of heredity
Gregor mendel Father of genetics
phenotype Physical appearance of an organism
phenotype Green, tall, short, kinky
Genotype Genes of a specific character
homozygous HH TT tt
Heterozygous Hh Tt
Dominant gene Working gene
Dominant gene Prevents the expression of other gene
Recessive gene Non-working gene
Recessive gene Will only have a phenotype if if it is
homozygous
Homologous organ Same structure but different functions
Homologous organ Human arm, cat leg, sea flipper
Analogous organ Have similar functions but different
structure
analogous Butterfly wing, bat wing
biotechnology Modification of biological process through
human intervention
Genetic engineering Genetically modified organism, transgenic
organism
bioremediation Use of biotechnology to solve
environmental problems
bioremediation Oil eating bacteria in oil spills
astronomy Study of everything in the universe
Revolution Revolve around the sun, in an orbit
Revolution Eastward, west to east, counterclockwise
Rotation Spin on its axis in the same direction
Rotation Eastward, west to east, counterclockwise
Except venus and uranus Westward, east to west, clockwise
mercury Nearest planet, fastest revolving/orbiting
Venus The brightest planet, hottest, closest
neighboring planet
Earth Oblate spheroid
Mars Red planet, iron oxide, two small moons-
phobos and deimos
Asteroid belt Mars and jupiter
Jovian/ gas / outer planet Jupiter, Saturn, Uranus, neptune
jupiter Largest planet
jupiter 95 moons
4 galilean moons CIGE, callisto, io, Ganymede, europa
Saturn Spectactular rings made of ice, rocks,
dusts
saturn 274 moons, 146
saturn Titan (largest) rhea (second)
Uranus, neptune Ice giant
Moon 1/6 of earths gravity
Moon ¼ of the earths size
The same side of the moon is always Tidal lock
facing the earth
Phases of the moon 8
New moon Not seen
Lunar eclipse Sun earth moon
Solar eclipse Sun moon earth
Spring tide Highest and lowest tide
Neap tides Lower high tide and higher low tide
perigee Moon closest to the earth
apogee Moon farthest to the earth
perihelion Sun closest to the earth
aphelion Sun farthest to the earth
Apollo 11 First successful manned mission to the
moon
Neil Armstrong and buzz aldrin First men on the moon (july 16, 1969)
8;18 pm
pilot Michael Collins
Sun Medium sized star that has a white color
Sun Nuclear fusion helium and hydrogen
meteoroid Small debris chipped off from an asteroid
meteor When it enters the atmosphere
meteorite When it hits the land
comets Body of rock, ice, methane, that orbit the
sun
comets Tail points away from the sun
Halleys comet Appears every 76 years
star Ball of hydrogen and helium
blue Hottest star
red Coolest star
constellation Group of stars forming pattern, ursa
minor, orion
Proxima centauri Nearest star
Sirius Brightest star
Northern star Polaris of the ursa minor (little bear)
Stephenson 2-18 Largest known star
Triassic period Appearance of first dinosaurs and
mammals
Jurassic period Age of dinosaur
Earths layer Lithosphere
crust Outermost layer of the earth
Oceanic crust Thinner, denser
Continental crust Thicker, granite
mantle Rocky, silicone, oxygen, iron
lithosphere Crust plus upper mantle
core Innermost central part of the earth
Outer core Liquid, iron and nickel
Inner core Solid, iron
Continental drift Alfred wegener
pangea Super continent
pangea Jigsaw like shape of south america and
africa
earthquake Movement of ground due to volcanic
eruption, tectonic plate
focus Point of origin where movement of fault
happens
epicenter Place above focus
magnitude Measurement of energy released
magnitude Richter scale by Charles richter
intensity Damaged produced and reaction people
intensity Mercalli intensity scale
Mineral Naturally occurring inorganic crystalline
composed of ordered arranged of atoms
hardness Resistance to scratch
Scale of hardness Mohs scale of hardness
softest talc
hardest diamond
Igneous rock Hardened magma (crystallization)
Sedimentary rock Layers of sediments
lithification Cement and compact
peat Decayed vegetation
lignite Soft brown coal
Lowest rank coal lignite
bituminous Black coal
Anthracite Dark black coal, highest heat value
metamorphic Subject to heat and pressure
weathering Breaking of rocks
erosion Removal of solids due to transport by
wind and water
Hydrosphere ( 5 oceans ) PAISA
Pacific, atlantic, indian, southern ocean
(Antarctic), arctic ocean
meteorology Study of the atmosphere
troposphere Lowermost layer of the atmosphere
stratosphere Ozone layer 03 is found
Protects UV rays Ozone layer
CFC chloroflourocarbons Destroys ozone layer
CFC replayed by alternative chemicals Hydroflourocarbons
mesosphere Coldest layer of the atmosphere
mesosphere Meteors burnt here
Thermosphere Hottest layer of the atmosphere
Thermosphere Aurora borealis
Exosphere Outermost layer of the atmosphere
Magnetosphere Earths magnetic field. Protects earth from
dangerous charged particles. (solar flares
and solar wind)
Typhoon Pacific ocean
Cyclone Indian ocean
Hurricane Atlantic ocean
clouds Made of water and are classified based
on their shape and altitude
nimbus rain
cumulonimbus Bring thunderstorms
Amihan Northeast monsoon, September to july
(cold and dry)
Habagat Southwest monsoon, july to august (warm
and humid)
Acid rain Caused by nitrogen and sulfur
Greenhouse effect Thermal blanket
Accumulation of co2 and other gases Greenhouse effect
causes trapping of heat
Increase of co2 in the air, rapid increase Global warming
in temperature
Point source solution Easily identified through pipelines, from
large factories. Septic tanks. Directly
poured into bodies of water
Non-point source pollution Source of pollution cannot be identified or
maybe from many sources
Eutrophication Algal bloom occurs because of high
nutrients in water. Oxygen is reduced
because of the decomposition of dead
algae
atom Building block of matter
Non-matter Does not occupy a space and does not
have mass
Matter Anything that occupies space (volume)
and has mass
Pure substance Classification of matter made up of all
same type of atom or the same
molecules. It exhibit exact properties and
composition
Elements Made up of only one type of atom, a pure
substance that cannot be broken down
elements Oxygen, hydrogen gas, sodium metal,
 iodine crystal
th
118 element organesson
metals Good conductors of heat and electricity
metals Solid except for mercury and gallium
Non-metals Poor conductors of heat and electricity
Non metal Oxygen, co2, sulfur
metalloids Both properties and non-metals
Compounds Chemical combination of two or more
types of atoms
Table sugar C12h22o11
Table salt Nacl
alcohol Organic compound characterized by
hydroxyl bonded to an alkyl group
covalent Bond of 2 or more nonmetals
Ionic Bond of metals and nonmetals
ionic Mga ium, ide
mixture Type of matter consisting 2 or more
substances that have been combined
without chemical bonding just a physical
combination
homogeneous Single phase
homogenous Sugar solution
Heterogenous Visually distinguished
heterogenous Cake, gravel, salad
colloid Particles that do not settle
colloid Milk, cloud, fog
Suspension Eventually settle
Suspension Chocolate milk, orange juice
solid Definite shape. Tightly packed, very little
energy
Liquid Definite volume but no definite shape.
Loosely package, medium energy level.
Particles flow around each other
Gas Does not have definite shape and volume
Gas Particles move freely and have lots of
energy
plasma A very hot gas of nuclei and electrons.
Superheated gas
plasma 4th form of matter
Bose Einstein condensate Super cold at absolute zero temperature
Physical change Chemical composition stays the same.
Only a change in size, shape and amount
freezing Liquid to solid
melting Solid to liquid
Evaporation Liquid to gas
Condensation Gas to liquid
sublimation Solid to gas
Deposition Gas to solid
Chemical change Chemical composition has been altered
Chemical change Rusting of iron
Synthesis Two or more substance form a single
product
Synthesis A+b= ab
Decomposition A single reactant is broken down into two
or more product
Decomposition Ab= a +b
Substitution A more active element replaces a less
active
substitution Ab+c= ac+b
Double decomposition Interchange of 2 parts to form 2 new
substances
Double decomposition Ab + cd= ac+bd
Endothermic reaction Needs energy
Ab + energy
exothermic Releases energy
exothermic Ab+c= at+ energy
acid Ph below 7
Bases Ph above 7
Ph value of 7 neutral

CURRICULUM AND PEDAGODY IN INCLUSIVE EDUCATION

Curriculum What we teach

Pedagogy How we teach
Inclusive pedagogy Aims to make learning as accessible and
welcoming to all students
Inclusive pedagogy Context of racial, gender, cultural and
socio economic diversity
Inclusive pedagogy Offers a critique, sometimes called as
deficit-approach
Deficit approach Assumes or demands that disadvantaged
or marginalized students put in extra
effort in support they need beyond the
classroom.
Inclusive pedagogy Equitable access and opportunity for
success within the classroom and
curriculum
Inclusive pedagogy Underpinned by a shift in pedagogical
thinking to make education for everyone
Inclusive pedagogy Method of teaching that creates
supportive environment and gives
students equal access to learning. Avoid
marginalization
Inclusive pedagogy Student centered approach, supportive,
open environment
Recommended curriculum Proposed by scholars and professional
organizations; DepEd, tesda, ched, dost
Written curriculum Appears in state and locally produced
documents such as curriculum guides,
IEP, syllabi
Written curriculum Mostly made by curriculum experts with
participations of teachers and
stakeholders
Written curriculum K-12, a packet of it is the lesson plan
Taught curriculum What the teacher implement or deliver in
the classrooms
Taught curriculum Teachers implement or deliver in
classrooms
Taught curriculum Planned activities which are put into
action
Taught curriculum Varies according to the learning styles of
students and teaching styles of teachers
Supported curriculum Resources that support of help in the
implementation of the curriculum
Supported curriculum Includes material resources such as
textbooks, computers, audiovisual, lab
equipment, playground, zoos and other
facilities
Assessed curriculum Tested or evaluated curriculum
Assessed curriculum Series of evaluation done by teachers to
determine the extent of teaching or if the
students are progressing
Assessed curriculum Pencil-paper test, state test, district test
Learned curriculum Bottom-line curriculum
Learned curriculum Learning outcomes achieved by the
students
Learned curriculum Indicated the results of the test and
changes in behavior; cognitive, affective,
psychomotor
Hidden curriculum Unintended curriculum
Hidden curriculum Not deliberately planned but may modify
behavior or influence learning outcomes
Hidden curriculum School environment, physical condition,
 peer influence, teacher-learner
interaction, mood of teacher
Special education law 7277
Regular curriculum Curriculum prescribed for regular children
Modified curriculum Prescribed for regular children with
certain adaptations to meet the needs of
special children
Special curriculum Curriculum for children with special needs
aimed primarily at developing adoptive
skills to maximize their potential
Curriculum shall be Research based, tested on pilot basis
Modified curriculum for visual impaired Sensory training, special instruction in
braille, reading writing, math, orientation
and mobility, braille music and typing
Modified curriculum for hearing impaired Emphasize communication and language
development. Instruction in speech,
speechreading, auditory training and
rhythm. Encouraged starting grade 1
encouraged Grade 1
Pilipino sign language Used in the education of the hearing
impaired
Special curriculum for the mentally Training in self-care, socialization, motor
retarded and prevocational skills.
For more severely retarded child Self-care skills
Teaching strategies should be Creative and multidimensional
Special schools Strengthen their vocational and training
program
arrangement Made to enable the child with special
needs to attend special courses in regular
vocational schools when practical
Community based, home based, Established for those who cannot avail
alternative special education regular institution based
Fundamental purpose of special Same of regular education
education
Fundamental purpose of special Optimal development of student as
education skillful, free, purposeful person, able to
plan, manage his or her own life
Fundamental purpose of special Reach his or her highest potential as an
education individual and as a member of society
Special education program Facilitate progress by providing least
restrictive environment, tailoring
instruction and assessment to the
individual
IEP Individual education program
Written plan IEP
IEP Structuring the elements that drive the
 educational process, instruction and
assessment
Without IEP The students disability might stymie
educational effort
1997 amendment describes general Established for students without
curriculum as disabilities
General curriculum Overall plan for instruction adopted by a
school or school system.
General curriculum Guide instructional activities and provide
consistency of expectations, content,
methods and outcomes
In 1975, congress passed the forerunner Education for all handicapped children act
of IDEA
Education for all handicapped children Free appropriate public education
were given FAPE
Free appropriate public education in the LRE (least restrictive environment)
At that time 1 million students excluded
Purpose of 1975 law Provide students with disabilities the right
to public education, individually tailored to
address diversity specific needs
Purpose of 1975 law Physical access to the school building
Free appropriate public education Basic floor of opportunity not requiring
anything more than equal access
LRE Educating students with disabilities to the
maximum extent appropriate in a setting
together with students without disabilities
In the early years Mainstreaming them was there but no
supplementary aids and services
IDEA Individuals with disabilities education act
Special education Specially designed instruction to address
unique needs of the students
IEP Goals How the students will be involved in and
progress in general curriculum
IEP Specific aids, services, accommodation,
modifications or support
IEP Include explanation that student will not
participate in regular class
Article 14 section 1 Shall protect and promote the right of all
citizens to quality education in all levels
Bill 75 No filipino child left behind act of 2010
Promote compulsory education
In USA, No child left behind act of 2001 Was a version of elementary and
secondary education act (ESEA)
NCLB was replaced by Every student succeeds act in 2015
NCLB’s goal was to level the playing field 1. students in poverty
for students who are disadvantaged 2. Minorities
 3. students sped services
4. who speak limited or no english
Every student succeeds act Main law for k-12 public education in USA
Under ESSA States get to decide education plans for
schools provided by the federal
government
The plan must include 1. academic standards
2. annual testing
3. school accountability
4. goals for academic achievement
5. plans for supporting and improving
struggling schools
6. state and local report cards
Differentiated instruction Approach to teaching in which educators
actively plan for students differences so
students can learn
Differentiated instruction Teachers divide their time, resources,
and efforts
Differentiated instruction is not the same Individualized instruction
as
Differentiated instruction work well with General education too
Differentiated instruction Matches a variety of learning styles
Differentiated instruction Reorganization of what goes in the
classroom so students have multiple
options
Differentiated instruction Different avenues to acquiring content, to
processing or making sense of ideas
content Figuring out what a student needs to
learn and which resources help him so
process Activities that help students make sense
of what they learn
Projects/product Show what they know
Learning environment How the learner feels and how the class
works together
RTI Response to intervention
Goal of RTI Spot learning problems early
Differentiated instruction Utilized to uplift traditional classroom
Differentiated instruction doesn’t require Individualized approach
Flexibility Heart of differentiated instruction
Small work groups Each group rotate in and out. Chance to
participate in many groups, learn from
each other
Reciprocal learning Sometimes the student becomes the
teacher sharing what he has learned and
asking questions to his peers
Continual assessment Teachers monitor student’s strengths and
 weaknesses in both formal and informal
ways to make sure they are progressing
well knowledge and mastery
Readiness A students proximity to specified learning
goals
Interests Passions, affinities, kinship that motivate
learning
Learning profile Preferred approaches to learning
A differentiated classroom Embraces flexibility
The practice of differentiated classroom Originates from an ongoing
Flexible grouping Ensures access to a wide array of
learning opportunities
All students consistently work with Respectful activities and learning
arrangements
Students and teachers are collaborators
in teaching
students Critical partners in classroom success,
hold pivotal information of what works
and what does not
Specialized curriculum Course of study embracing matter or a
learning methodology that is not generally
offered to students of same age
Amademic remediation Focus on developing academic skills
Social skills Social competence as critical to life
adjustment
Life skills Comprehensive life demand view of post
adjustment process
Vocational training Specific training skills for life beyond
school setting
apprenticeship Essential real world experience dealing
with students who have impairments.
Apply theoretical knowledge in academic
training to hands-on
curriculum All planned activities and opportunities
Child centered pedagogy 40 meanings
Child-centered pedagogy Frobels notion of child as center,
In child centered education Curriculum begins with the needs and
interest, placin pupil at the center
Student centered Personalized, engaging, competency
based and not restricted
Learning is competency based Students move ahead when they have
demonstrated mastery on content
Learning happens anytime, anywhere Learning takes place beyond traditional
classroom, permeable learning not
restricted to classroom
Students take ownership over their Incorporate interest and skills into the
learning learning process
Inclusive education Also called inclusion, it includes everyone
inclusion Learning together in mainstream
classroom with special educational needs
Inclusive curriculum Students entitlement to access and
participate in a course in anticipated,
acknowledged and taken into account
Model inclusive language Avoid masculine pronouns
Use multiple and diverse examples Speak to both sexes and that work across
cultures
Being flexible Open to change and versatile
Being equitable Ensuring consistency and accessibility for
all
Working collaboratively Involving students and stakeholders
Supporting personalization Successful learning and teaching is
governed by personal difference
Embracing diversity Develop awareness of diversity and
global issues
Values discernment What biases am I carrying? How do I
counteract their effects?
Sense of belonging How do we erode inequities and power
imbalances in the classroom?
Visually impaired Wide range of visual ailments, low vision
thru total blindness
Visual impaired Visual acquity of 20/70 to 20/160
Low vision will benefit Sitting by the window or white board
Experience oriented curriculum A healthy mix of all of the above
mentioned types, balanced curriculum.
Which helps in the all-around
development of the child
Plus curriculum Dealing with visually impaired children,
peculiar to blindness, compensatory
experience
Plus curriculum Braille, orientation and mobility, learning
of abacus, sensory training
Hearing impairment Permanent or fluctuating but it is not
included under definition of deafness
Size of a group of deaf person 6 and 10
Language deficit Root of their learning difficulties
Web Provides very effective learning medium
because it is so visual
Misunderstand of hearing impairment Residual hearing
Tinnitus Ringing, continuous sound
Deafness/hearing impairment Invisible disability
Deaf with a capital D People with severe deafness who
 consider to be in a deaf culture minority
Deaf with lowercase Severe to profound who choose to speak
and lip reading (communicate orally)
deafened Who experienced severe/profound
hearing loss after maturity
Partially deaf Moderate to severe hearing loss
ID and ASD Major social problems
Both asd and Id Heterogeneous
Intellectual disability Condition characterized by below
average intellectual functioning , isolated
phenomenon accompanied by
malformation, neurological signs,
impairment of special senses, seizures
and behavior disturbances
Autism Group of autistic disorder
Aspergers syndrome Pervasive developmental disorder not
otherwise PDD NOS
ASD Restrictive and repetitive behavior,
dysfunctional reciprocal social behavior,
impaired communication abilities
Intellectual disability Iq below 70
1q 50 to 69 mild
35 to 49 moderate
20-34 severe
Less than 20 profound
Unspecified intellectual disability Show symptoms of id but the doctor
doesn’t have enough information to
determine
Break down tasks into small steps Modify the teaching approach
Use of visual aids Direct and immediate feedback
Autism spectrum disorder Lifelong developmental disabilities that
can impact how people understand what
they see and hear. Difficulties in
relationships, communication and
behavior.
.36% High level of satisfaction
Id and asd Most common developmental disorders.
3-5% of the population
Physically handicapped pathology
Physically handicapped Loss or failure to develop a bodily
function whether movement, sensation,
coordination excluding mental impairment
or disabilities
Physically handicapped Disability of locomotor and neurological
origin which constitutes a disadvantage or
restriction in activities
Mental handicap Associated with physically handicapped
Slant Sit up, lean forward, ask questions, nod
your head, track the teacher
International bureau of education Curriculum as political and technical use
Multiple stakeholders Multiple visions and approaches
Child centered Children with special needs need child
centered curriculum
SMART Specific, observable, achievable,
measurable, relevant, timely
Curriculum adaptation Ongoing dynamic process that modifies
the prescribed program of studies to meet
the learning requirements
Inclusion Form of classroom management that
requires taking some time and effort to
view each pupil as an individual
Sit spots Create optimal learning condition in all
aspects of the school environment
The morning sponge Time acted like a sponge, allow me to
take care of administrative issues
Student planners Valuable took for helping students kepp
track of activities
Signals for attention
Unfinished work Students backpack or in a tray on my
desk
Inclusive learning friendly environment Inclusion of children with diverse needs to
experience a child friendly environment
Learning environment Purposeful organized physical, social and
informative set of circumstance
Relationship its children Friendly and warm, praises the child
Composition of the classroom Diverse learners
Seating arrangement
loyalty Promote a sense of belonging, to accept
each person, and to be confident for a
group to learn
Trust Involve group members in decision
making process and entrust responsibility
support Provide assistance and encouragement
to promote growth and learning
Dynamic tension Strive for objectives energetically and
enthusiastically to preserve moral
principles when confronted
Expectations To set goals, to be clear about
assumptions and outcomes
communication To exchange information about
successes and failures to create joint
commitment
leadership Change agent
Workshops and other learning Participatory and activity based to
opportunities introduce and sustain change
Longterm plan 3-5 years
A collaborative team approach Everyone participates, everyone is a
learner and winner
inclusion Process of removing barrier
Communities Overall context in which children live and
learn
Family involvement Dynamic and ever changing series of
interactions
Learning resources Tools/materials help teachers teach and
students learn
Concrete resources Natural, material and print resources,
learning space, charts posters, printed
text books
Activity resources Teachers narration, singing dancing,
interactive learning environment
Electronic resources CD rom, audio cassettes, useful in 21st
century
Assistive devices Hearing aids and communication devices
Classroom manipulatives Blocks and puzzles
300,000 filipinos Bilaterally blind
Refraction/myopia nearsighted
Amblyopia/lazy eye
Visual impairment Blindness, impairment in vision, both
partial sight and blindness
Person with low vision Difficult accomplishing visual tasks,
enhance ability to accomplish tasks with
the use of compensatory visual
strategies.
blindness No vision or only light perception
Legal blindness Central visual acquity of 20/200, or more
than 20/200 if there is a visual field
Hearing impairment Impairment in hearing whether permanent
or fluctuating, child is impaired in
processing linguistic information through
hearing
deafness Having impairment so severe that student
is impaired in processing linguistic
information through hearing which affects
educational performance
Hard of hearing, Not included under deaf.
Mental retardation Intellectual disability
Intellectual disability Substantial limitation in present
functioning
autism One of 5 disorders under pervasive
developmental disorder
Task analysis Breakdown of specific tasks into smaller
components
Individualized supports Great impact in functioning level , support
that are appropriate
Assistive technology Environmental control, voice activated
computer, micro switches,

autism echolalia
1. instruction
2. modelling
3. role playing
4. feedback
5. rehearsal
6. social rehearsal
7. generalization
Physical disabilities Orthopedic impairments, amputation,
bone tuberculosis, cerebral palsy,
clubfoot
ADHD Ritalin
Gifted and talented Potential high capabilities
Children at risk Although not currently identified, but
considered to have greater chance of
developing
poverty Number 1 cause of putting students at
risk for academic failure
Thinking skill Vital skill in the era of technological
advancement
enrichment Instructional approach that provides
students with information, materials,
assignments that elaborate on concepts
Acceleration Takes them from their current level and
moves them forward
sophistication Strategy in which teachers help students
to see the principles or systems that
underlie the content in the rest of the
class is learning
Novelty Teachers give students opportunities to
explore traditional classroom content in
alternative and unusual way, can give
something new to the student who is
gifted by making a prezi or powerpoint.
Microsystem Students family, peers, school
neighbohood
Microsystem Child is not a passive recipient but rather
 he interacts
Mesosystem Linkage between micro and family and
peer relationships. Children neglected by
parents have difficulty in relationship with
peers and teachers
exosystem It is at work when experiences in another
setting influence what students and
teachers experience
macrosystem Values and customs, gender roles
chronosystem Socio-historical condition of students
development
Visual learner See information in the chalk board
auditory When they can hear the information
kinesthetic When they move
Infants/toddlers Early intervention
adolescents Special education
Family characteristics Make the family unique, individual
members characteristics and special
challenges
Family interactions Relationships and interactions among
subsystems
Family function 7 related interrelated activities; affection,
self-esteem, economics, daily care,
socialization, recreation, education
Family life cycle Changes that occur over time and may
alter family
Primary phase Shock, denial, grief and depression
Secondary phase Ambivalence, guilt, anger, shame and
embarrassment
Tertiary phase Bargaining, adaptation and
reorganization, acceptance and
adjustment
Collaboration On-going interaction occurs when
stakeholders are planning for students or
school decisions.
collaboration Present in school based delivery system
in terms of consultation, co teaching and
teaming
Collaborative consultation Interactive process that enables people
with diverse expertise, to generate
creative solutions to mutually defined
problems.
3 purposes 1. prevent learning and behavioral
problems
2. remediate learning and behavioral
problem
 3. coordinate instructional programs
indirect Special education teacher gives technical
assistance to gen ed in terms of needs,
assessment, classroom structuring,
instruction
direct Special ed performs some direct
instruction in general ed aside from
providing technical assistance
Co teaching Both share equal responsibility
One teach, one assist Gen ed teacher assumes teaching
responsibilities and sped provides
individual support as needed
Station teaching Various learning stations created, co
teachers provide support at different
stations
Parallel teaching Teachers teach same or similar content in
different classroom groups
Alternative teaching One teacher take a small group to a
different location for a limited period of
time for specific instruction
Team teaching or interactive teaching Both co teachers share teaching
responsibilities equally involved
Speech and language pathologist Needs related to speech or language
designs inventions to address them,
delivers services and monitor student
progress
Psychologist Intelligence test and other assessments
that are used in determining whether a
student is eligible to receive special ed
and she is responsible for communicating
it to parents
Guidance counselor The problem solvers of a school

Social worker Coordinates the efforts of educators,

families, and outside agency personnel to
ensure that students receive all supports
they need
nurse Screens young children in areas of vision,
ensures students immunization are on
file, routine assistance for students who
are ill. Manages distribution of medicine
Educational interpreter Listens to the words spoken in school and
translates them into sign language
Adaptive physical educator Adapts exercises, games and other
activities to their needs or design
alternative physical ed
Art or music therapist Assist students to be able to understand
their special needs or begin to cope them
with the use of art and music
Audiologist Diagnoses problems related to hearing
and the ear
Inclusion facilitator Ensures that students with disabilities
receive supports and services they need
to succeed in general education setting
Language interpeter Facilitates communication with the
student and family whose native
language is not in english
Occupational therapist Help students gain independence by
teaching skills such as grasping pencil,
cutting with scissors, buttoning, zipping
and tying shoes
Orientation and mobility specialist Assist students with visual impairment to
gain independence by teaching them to
move confidently in the classroom
Physical therapist Students muscle strength and flexibility,
posture and positioning
Psychometrist /educational diagnostician Completes the individual assessment of
students related to special ed and
interprets them
Special education administrator Ensures that the policies and practices
related to special education are carried
out properly
Technology specialist Evaluates whether a student with
disability needs technology support
Audio recordings Tapes, records, compact discs used in
rehearsals, drama, musical
Overhead transparencies/ projector Transparency show pictures, diagram,
sketches
Bulletin board Made up of cork or soft wall, moveable
chalkboard Flat and wide surfaces and portable, can
be moved or used as dividers.
charts Form of maps, graphs, photographs, cut
outs, prepared graphic devices or posters
Mock up Replica of an object that maybe larger or
smaller, detachable
realia Real things that are to be studied, which
can be found in the locality or around the
school
Video tapes/ films 8mm or 16mm that can be purchased or
rented
model Scaled replica or a real object that can
represent a thing that is too large or too
 small
pictures Flat, opaque, still pictures
books Contain information, pictures and
graphics
Electronic materials CD, DVD, CD roms and the internet
Professional teacher Both professional and personal
characteristics
UDL Classhome
Universal design for learning Framework for curriculum design that
promotes access, participation, and
progress in learning, based on an idea
that is flexible and adaptable
UDL Multiple means of representation,
expression and engagement
UDL Use of assistive technologies
Project based learning Inclusive education curriculum innovation
that provides real world experiences and
require them to apply their knowledge
and skills in solving problems
STEAM Education Inclusive education curriculum innovation
focusing on integrating science
technology, engineering, arts and math.
Explore different fields
Gamification Curriculum innovation on using game
based approaches in teaching and
learning. Reinforce learning and promote
collaboration
Online learning Utilizes digital technologies to deliver
instruction and learning materials to
learners. Flexibility in terms of time, place
and pace of learning.
Blended learning Combines face to face with online
learning. Mix of synchronous and
asynchronous. Allows personalization of
learning, enhances collaboration and self-
directed learning
Distance education Geographically separated, uses various
technologies such as video conference,
audio conference, email to deliver
instruction
Virtual classroom Traditional classroom in a virtual
environment. Real time interaction
between learners and teachers.
Synchronous learning Real time instruction between teachers
and learners. Receive immediate
feedback, clarification, support from
 teachers
Asynchronous learning Self-paced learning, pre-recorded videos,
online readings, discussion boards.
Flexibility and personalized
personalized Sense of ownership, needs interst and
preferences
Mobile learning Mobile devices such a smartphone and
tablet. Anytime anywhere
Gamification Game elements, points, badges, and
leaderboards
Adaptive learning Personalized instruction and support to
learners
Collaborative learning Promotes social interaction and
collaboration among learners.

SNED

Special education Special instruction that answers unique

needs of students, service to sped
students with IEP
IEP Individualized education program
IDEA Individuals with disability education act
][j

1. Specific learning disability (SLD)

This category covers a wide range of learning challenges. These

include differences that make it hard to read, write, listen, speak,
reason, or do math. Here are some common examples of specific
learning disabilities (SLD):

 Dyslexia
 Dyscalculia
 Written expression disorder (you may also hear this referred to
as dysgraphia)
This is by far the most common category in special education. The
numbers vary a bit from year to year. But students with learning
disabilities tend to make up about a third of all students who have
IEPs. In the 2020–21 school year, around 35 percent of students who
had IEPs qualified under this category.
2. Speech or language impairment

This is the second most common category in special education. A lot

of kids have IEPs for speech impediments. Common examples
include lisping and stuttering.

Language disorders can be covered in this category too. Or they

can be covered in the learning disability category. These disorders
make it hard for kids to understand words or express themselves.
3. Other health impairment

This is another commonly used category. It covers a wide range of

conditions that may limit a child’s strength, energy, or alertness.
One example is ADHD. Many kids who qualify for an IEP under this
category have attention deficits.
Other examples in this category include epilepsy, sickle cell anemia,
and Tourette syndrome.

4. Autism spectrum disorder (ASD)

ASD is a common developmental disability. It affects social and

communication skills. It can also impact behavior.
5. Intellectual disability

This category covers below-average intellectual ability. Kids with

Down syndrome often qualify for special education under this
category.

6. Emotional disturbance

This category covers mental health issues. Examples include anxiety

disorder, bipolar disorder, and oppositional defiant disorder. (Some
emotional or conduct disorders may also be covered under “other
health impairment.”)

7. Developmental delay

This category can be used for young kids who are late in meeting
developmental milestones like walking and talking.
Different states have different rules about this category. It’s also the
only category in IDEA that has an age limit. It can’t be used after
age 9.

8. Multiple disabilities

Many kids have more than one disability, such as ADHD and autism.
But this category is only used when the combination of disabilities
requires a highly specialized approach, such as intellectual disability
and blindness.

9. Hearing impairment, including deafness

This category includes a range of hearing issues that can be

permanent or that can change over time. (This category does not
include auditory processing disorder, which is considered a
learning disability.)
10. Orthopedic impairment

This category covers issues with bones, joints, and muscles. One
example is cerebral palsy.

11. Visual impairment, including blindness

This category covers a range of vision problems, including partial

sight and blindness. But if eyewear can correct a vision problem,
then a child wouldn’t qualify for special education under this
category.

12. Traumatic brain injury

This category covers brain injuries that happen at some point after a
child is born. These can be caused by things like being shaken as a
baby or hitting your head in an accident.

13. Deaf-blindness

This category covers kids with severe hearing and vision loss. Their
communication challenges are so unique that programs for just the
deaf or blind can’t meet their needs.
IDEA Appropriate education to all children with
disability ages 3-21
Free and appropriate public education Public education given to diagnosed
(FAPE) children at no cost designed to meet
individual needs. Access to general
education curriculum.
Non-discriminatory identification and Requirement that schools must provide
evaluation non-biased tools, methods and
approaches. No discrimination of race,
culture, religion.
Non-discriminatory identification and Use first language or an equivalent
evaluation translation, invalid if only single
evaluation instrument is used.
Individualized education program Contains services to be provided to the
student. Description of current level,
academic performance, adaptations and
modifications. The long and short term
goals.
Least restrictive environment All students regardless of severity will be
educated alongside with their peers
without disability. Will receive
supplemental aids and services. Services
in a resource room, self-contained or
community based.
Parent participation Parents must be a member of any group
that makes decisions regarding
placement, right to notification of all
meetings, must be invited to IEP
Due process safeguards All protection afforded for children and
their parents under disability law,
obtaining parental consent, confidentiality
of all records and due process hearing
and parent may disagree
Inclusive education Broader sense is the right of education of
children with disabilities in a regular
classroom. Main modality to address
educational needs who suffers from
different deficiencies.
UNESCO (inclusive education) A form of education provided for those
students who are not achieving or not
likely to achieve through ordinal
educational provisions.
Salamanca statement 12 (inclusive Inclusive schools must recognize and
education) respond to the diverse needs of their
students accommodating learning styles
handicap Persons with handicap are persons who
because of some sensorial, physical or
mental deficiencies cannot totally or
partially integrate by own possibilities
being necessary special protection
measures.
Real inclusive education can be achieved There are no physical, psychological or
if other barriers
Anthropological sense (inclusion) Being, doing, thinking, valuing
The main burden Services fall on the family which is costly
diversity Any dimension that a person or a group
can be differentiated from one another.
Empowering people by respecting
differences.
Lodens diversity wheel Represents various dimensions of
diversity.
Marilyn and rosener Developed a framework for thinking
different dimensions of diversity within
individuals
ethnicity Are core
Inner dimension Cant control
Outer dimension Can control
Gender bias Favoring one gender over the other.
Lev vygotsky Sociocultural theory
Lev vygotsky Advocated for FULL INCLUSION MODEL
Lev vygotsky 1. development from social interactions,
2. Use of psychological tools
3. Zone of proximal development
Lev vygotsky 1. interpsychological
2. intrapsychological
Lev vygotsky Language is an ultimate collection of
symbols and tools that emerge within a
culture
1965 Title iv – bureau of education for the
handicapped
1972 Supreme court applied equal protection
argument
1973 Section 504 of act 1973, protects
individuals from discrimination based on
disability
1975 Education for all handicapped became
authorized
IDEA Fape, lre, procedural safeguards, iep,
non-discriminatory evaluation
1977 Final regulations for eacha. Rules for
school districts
1986 EACHA adds handicapped children
protection act protecting children and
parents section 504
1990 Americans with disabilities act uses
section 504, it became more common
1990 EACHA became IDEA
Handicap was changed to disability
Person first language Added Traumatic brain injury and autism
categories
Transition services Assertive technology & related services
1997 IDEA amended , fape, iep, lre and etc.
2001 No child left behind
No child left behind All students including sped students must
be proficient in math and reading by year
2014
2004 IDEA said that schools should provide
instruction and intervention to keep them
out of special education
Charity model Welfare measures providing care, shelter,
basic needs. More residential unit that
provided custodial care. Functioned like
detention center and no accountability or
provision of services, it resulted in
marginalization and disconnect.
Bio centric model Regards disability as a medical or genetic
condition and prompted to seek medical
treatments as only means 25 of
management. Medical diagnoses is
needed
Functional model Entitlement to rights is differentiated
according to judgements of individual
incapacity. Everyday functioning
Human rights model Respect for difference is important,
disability as a universal feature of human
condition. Certain alienable rights
Continuum of placement Mainstream or resource rooms to special
schools, (options for a child) cascades of
services
Child find Locating where these children are
through the family mapping, campaigns
and networking. Sped children who are
not in school should shall be enlisted
using enclosure 1. Shall be visted by
sped teachers and convinced to be
 enrolled.
Assessment Continuous process for identifying
strengths and weaknesses through the
use of formal and informal tools for proper
program grade placement.
Program options Schools with or without trained sped
teachers shall be provided services.
1. self-contained class for sped students
mono grade or multi-grade
2. inclusion or placement of the child in
general ed.
3. resource program given small group-
one on one instruction
Curriculum modification Adaptations and modifications to foster
optimum learning based on potential.
Parental involvement Parents shall involve themselves in
observing children’s performance,
volunteering to work as a teacher aide
1989 Convention on the rights of the child Passive object of care to human beings
with rights
1994 Salamanca statement Children should learn together regardless
of any differences.
United nations convention on the rights of Promote, protect and ensure the full and
persons with disabilities (UNCRPD) equal employment of human rights and
fundamental freedom by all persons with
disabilities.
UNCRPD Article 24. the rights of persons with
disabilities to education must be
recognized.
2007 United nations declaration on the Right to establish and control their
rights of indigenous peoples educational systems that indigenous
individuals have a right to education
Education 2030 framework for action Mobilizing all countries and partners
around SGD on inclusive education and
lifelong opportunities.
1987 XIV section 1 and 2 Protection and promotion of the rights of
all citizens to quality education at all
levels.
RA 10533 Enhanced basic education
IRR- implementing rules and regulation.
RA 9710 Magna carta of women- provide equal
access and to eliminate discrimination in
education, scholarship and training using
gender sensitive language and capacity
building on gender and development
RA 10157 Kindergarten education act, mandatory
 and compulsory kindergarten
RA 9155 Governance of basic education enforces
Alternative learning system out of school
youth adults with basic education
RA 8371 Indigenous people rights act 1997 ,
provide access to cultural opportunity to
ICC without prejudice to control their
educational system in their own
language, article 2 sec 2
RA 9344 Juvenile justice and welfare act of 2006,
work together with family, organization
and agencies in prevention of juvenile
delinquency.
RA 9442 Amending 7277 (magna carta) provision
of educational assistance to pursue
primary to voc and technical in both
public and private schools.
RA 10665 of 2015 Open high school system act declares
policy of state to broaden access to
relevant quality education. To overcome
personal, geographical and physical
constrains
RA 10361 Domestic workers act, batas
kasambahay. Kasambahay to be given
opportunity to finish basic education elem
and secondary. And mandate to access
to als
RA 7610 Special protection against abuse,
exploitation and discrimination act.
Children protection from all forms of
abuse, neglect, cruelty

It is a
Child find

systematic
network of
public
awareness
events,
child
screening,
and
assessment
programs
designed to
find,
recognize,
and refer all
young
children
with
disabilities
as
early as
possible
It is a
systematic
network of
public
awareness
events,
child
screening,
and
assessment
programs
designed to
find,
recognize,
and refer all
young
children
with
disabilities
as
early as
possible
It is a
systematic
network of
public
awareness
events,
child
screening,
and
assessment
programs
designed to
find,
recognize,
and refer all
young
children
with
disabilities
as
early as
possible
It is a
systematic
network of
public
awareness
events,
child
screening,
and
assessment
programs
designed to
find,
recognize,
 and refer all
young
children
with
disabilities
as
early as
possible
It is a systematic network of public awareness
events, child screening, and assessment
programs designed to find, recognize, and refer
all young children with disabilities as early as
possible.

advocacy Public support or recommendation for a

given cause or policy
Child find Birth -21, continuous network of public
awareness events, infant screening and
assessment programs designed to FIND,
identify and compare ASAP
How to find babies Newspaper, grapevine, church
organizations, public announcement
Component of the child find program Parents will tell the teacher or the child is
struggling academically
Definition of a target population Expand target population to include at
risk children too
Public awareness Awareness to those who needs help and
services will be available to them
Referral and intake Child is referred for services, specific
 procedure vary.
Screening and identification The child is screened for potential
disabilities
Eligibility Must be consistent with federal
regulations
Tracking Tracks and follows up children
Interagency coordination Share responsibilities mandated by IDEA
collection The process of tracing and gathering
information from the many sources of
background information on a child such
as school record, observation, teacher
report
analysis The processing and understanding of
patterns in a child’s educational, social,
developmental, and medical history
Evaluation The evaluation of a child’s academic,
intellectual, psychological in order to
determine areas of strength and
weakness
determination The determination of a suspected
disability and the knowledge of criteria
that constitute each category
recommendation Recommendation concerning educational
placement and program that need to be
made to the school, teachers and
parents.
Screening and identification To screen students and identify who may
be experiencing delays
Eligibility and diagnosis Whether a child is eligible for sped
services and to diagnose specific nature
or disability
IEP development and placement Detailed information so that IEP will be
developed and appropriate decisions will
be made about
Instructional planning Develop and plan instruction appropriate
to the child’s special needs
Evaluation To evaluate progress
Wechsler intelligence scale for children The school psychologist administers this
test. Measures intelligence in variety of
areas such as linguistic and spatial
intelligence. Norm based against various
grade levels
Stanford Binet intelligence scale School psychologist or sped teacher team
administers this test, also norm
referenced. The questions are designed
to help differentiate between students
 performing below grade level because of
cognitive disabilities
Group intelligence test Often administered in a general education
classroom. Types of test that teachers
might first suspect that a student has a
learning disability
Skill evaluation Specialist such as school pathologist and
practitioner use diagnostic measures to
determine motor skills, fine skills and
hearing, sight speech and language. Full
physical evaluation
Developmental and social history Teacher, parents formulate this narrative
assessment. They fill out checklist,
answer questions, childs strengths and
weakness. The focus is the childs history,
developmental milestones, academic
performance
Observational records Daily, weekly and monthly observational
records show a childs performance fall
into the domain of the general education
Samples of student work Evidence in the domain, folders of
assignments, test, homeworks. A more
nuanced portfolio,

1. Deafness
A hearing impairment that is so severe the child is impaired in processing
linguistic information, with or without amplification.
2. Deaf-Blindness
Simultaneous hearing and visual impairments, the combination of which causes
severe communication and other developmental and educational needs.
3. Hearing Impairment
An impairment in hearing, whether permanent or fluctuating, that adversely
affects a child’s educational performance.
4. Mental Retardation (now referred to as Intellectual Disability)
Significantly subaverage general intellectual functioning existing concurrently
with deficits in adaptive behavior.
5. Multiple Disabilities
The manifestation of two or more disabilities (e.g., intellectual disability and
blindness), the combination of which requires special accommodations for
maximal learning.
6. Orthopedic Impairment
Physical disabilities including congenital impairments, impairments caused by
disease (e.g., poliomyelitis), and impairments from other causes (e.g., cerebral
palsy, amputations).
 7. Other Health Impairment (OHI)
Having limited strength, vitality, or alertness due to chronic or acute health
problems (e.g., asthma, ADHD, diabetes, epilepsy, sickle cell anemia, leukemia).
8. Serious Emotional Disturbance
A condition exhibiting one or more of the following over a long period and to a
marked degree, adversely affecting educational performance:
o Inability to build or maintain satisfactory interpersonal relationships.
o Inappropriate types of behavior or feelings under normal circumstances.
o A general pervasive mood of unhappiness or depression.
o A tendency to develop physical symptoms or fears associated with
personal or school problems.
9. Specific Learning Disability (SLD)
A disorder in one or more of the basic psychological processes involved in
understanding or using spoken or written language. It may manifest as difficulties
in listening, thinking, speaking, reading, writing, spelling, or doing math.
10. Speech or Language Impairment
A communication disorder such as stuttering, impaired articulation, a language
impairment, or a voice impairment that adversely affects educational
performance.
11. Traumatic Brain Injury (TBI)
An acquired injury to the brain caused by an external physical force, resulting in
total or partial functional disability or psychosocial impairment, or both.
12. Visual Impairment
A visual difficulty (including blindness) that, even with correction, adversely
affects a child’s educational performance.

Accommodation Supports and services provided to help a

student access the general education
curriculum and validly demonstrate
learning, remove barriers
Accommodation Change how your child learns, variation in
time, format, setting
Accommodation (time) Extended time, frequent breaks, change
of activities
Setting Distraction free space, closeness to the
board
presentation Not just visually read, standard print.
Other modes are auditory, multi sensory,
tactile,
response Allow them to complete in different ways
using assistive device or organizer.
Scribe, calculator, word processor,
spelling devices
modification Changes made to the content and
performance expectations.
Modification (quantity) Modify the number of items,
Modification (output) How a student responds, instead of an
essay, they maybe given multiple choice,
or a yes or no
Alternate goals Use the general education curriculum
while adapting the goal/outcome
expectation. Instead of MEAP, the
students take MI access
Regular curriculum Prescribed for regular children
Modified curriculum Regular curriculum with certain
adaptations to meet the needs of sped
children such as inclusion of orientation
and mobility for blind
Special curriculum Designed for learners with special needs
and aimed at adaptive skills
Special curriculum For the physically handicapped to have
functional skills, sef care, tec voc,
community based or alternative sped for
those who cannot avail
Resource room plan The child is enrolled to a regular school
but goes to a resource room to use the
specialized equipment either in tutorial
situation or small group. BOTH AN
INSTRUCTOR or consultant
Pull out A kind of program where a student
enrolled in regular classroom reports to
the resource room for a period of time for
special instructions by the SPED teacher.
Itinerant teacher plan Serves one or more regular schools.
Gives direct and consultative services.
They observe, diagnose, make referrals,
requisition textbooks and equipment and
evaluates performance.
Special class plan Pupils with one type of exceptionality
(self-contained/segregated plan) enrolls in the special class. More
impossible for them to learn in a regular
classroom
Special day school Serves specific types of children with
moderate to severe disabilities. It offers a
range of special educators and array of
medical and social services.
Integration/mainstreaming Enrolment of child with special needs in a
regular class
Partial integration Child with special needs is integrated with
regular children in nonacademic like work
education, PE, arts. Then gradually
integrated in acad subjects when
 qualified.
Full integration The child sits in regular class in academic
and non academic
Inclusion All children with disabilities regardless of
nature receive their total education with
regular education classroom.
Residential school He can make greater progress in such
setting than any other. Provide special
education that are qualitatively and
quantitatively superior, comprehensive
diagnostic and counselling
Hospital instruction Provision of children confined to
hospitals, sanatoria and convalescent is a
service of special education. Most are
emotionally disturbed, profoundly
retarded who are bed bound.
Homebound instruction Serve ill, the bedridden and
convascelents. Full time itinerant teacher
who instructs pupil in his own home 3
times a week

1. Denial

 Parents may refuse to believe their child has special needs.

 This stage can delay getting the help their child needs.
 Early intervention is important, so moving beyond denial is critical.

2. Anger

 Parents begin to feel upset — sometimes at doctors, family, or even themselves.

 Marriages and relationships may become strained.
 Building a strong support network can help parents move forward.

3. Bargaining

 Parents may wish or pray for a "cure" or ask for a miracle.

 This is also when they start hoping their child will be "like other kids."
 Over time, they begin to see their child’s unique strengths and start finding joy in
their progress.

4. Depression

 Parents may blame themselves for their child’s disability.

  They may feel hopeless, sad, or alone.
 This stage is difficult, and support is crucial — but self-forgiveness is key.

5. Acceptance

 Parents come to terms with their child’s needs.

 They embrace their child’s abilities and see their potential.
 They continue to work hard but also feel more peace and pride.
 Acceptance doesn’t mean grief is gone forever — it may come and go, but that’s
part of being human.

CHILD AND ADOLESCENTS

Learner-centered psychological principles 14 psychological principles

The focus on psychological factors Primarily internal
The principles are holistic
14 principles are divided 1. cognitive and metacognitive
 2. motivational and affective
3. developmental and social
4. individual difference factors

COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the learning process
Learning of complex subject is most effective when it is INTENTIONAL. (FROM
INFORMATION AND EXPERIENCE)
- Students construct meaning from information, experiences and own
thoughts and beliefs.
- Successful learners are ACTIVE, GOAL DIRECTED, SELF-
REGULATING and ASSUME PERSONAL RESPONSIBILTY for
contributing to their own learning.
2. Goals of the learning process
The successful learner overtime with support and guidance, can create meaningful,
coherent, representation of knowledge.
- GOAL DIRECTED
- Generate relevant goals
- Deepening the understanding of the subject matter by filing gaps resolving
inconsistencies
- Assist learners in creating meaningful learning goals

3. construction of knowledge
- learners link new information with existing knowledge in meaningful ways
-concept mapping and thematic organization
4. strategic thinking
-create and use repertoire of thinking and reasoning strategies to achieve complex
learning goals.
- strategic approach, expand repertoire of strategies by reflecting on methods to see
which works well.
-strategy in learning, reasoning and concept learning.
5. Thinking about thinking
-HOTS (Higher order thinking skills) Mental operations facilitate creative and critical
thinking
-monitor progress, thinking how they think
- metacognitive
6. Context of learning
-environmental factors, including technology, culture and instructional practices.
-learning doesn’t occur in a vacuum, teachers play a role
-culture and group can influence. (motivation, orientation, way of thinking)
- technology should be appropriate for learner’s prior knowledge, cognition, learning and
thinking strategies.
MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences on learning
-motivation influence emotional states, beliefs, interest and goals. Habits of thinking
-the rich internal world of thought, beliefs, goals and expectations of success enhance
thinking
Positive emotions- curiosity (enhance motivation and facilitate learning and
performance)
Negative emotions- detract from motivation, interfere with learning and contribute low
performance
8. Intrinsic motivation to learn
Creativity, HOTS, and natural curiosity- motivation learn
Intrinsic motivation: stimulated by tasks of optimal novelty and difficulty, personal
interest and providing for personal choice and control
Major indicator of the learner’s intrinsic motivation: curiosity, flexible and insightful
thinking
Intrinsic motivation: facilitate on tasks that learners perceive as interesting and
personally relevant. Appropriate in complexity and difficult to the learner’s abilities
9. Effects of motivation on effort
-complex knowledge needs extended effort. Without motivation, the willing ess is
unlikely without coercion.
Effort- major indicator of motivation
DEVELOPMENTAL AND SOCIAL FACTORS
10. Development influences on learning
Within across physical, intellectual, emotional and social domains
-learners learn best when it is appropriate to their level.
- NO OVEREMPHASIS
- early and continuing parental involvement
SOCIAL INFLUENCES
11. social interaction, interpersonal relations and communication
-learner is enhanced when interacting and collaborating with others
-respect diversity, flexible thinking
-quality personal relationship provide stability, trust and caring.
12. individual differences in learning
- different strategies, approaches, capabilities
- sensitive to individual differences
13. Learning and diversity
Most effective when differences in learners linguistic, cultural, social backgrounds
- Basic principles of learning, motivation and effective instruction apply to
learners
- Language, ethnicity can influence learning.
14. standards and assessment
High and challenging standards assessing learner as well as learning progress.
Diagnostic, process and outcome.
Assessment- important to both learner and teacher at all stages.
-learners should feel challenged to high goal, selection of materials on optimal degree of
difficulty
Ongoing- valuable feedback
Self-assessments- improve student’s self-appraisal skills and enhance motivation and
self-directed learning

Alexander and Murphy- summary of 14 principles

1. Knowledge base. Foundation of future learning, previous knowledge will influence
new learning, make associations and filters new experience.
2. Strategic processing and control. Learners develop skills to reflect and regulate
their thoughts and behavior in order to learn effectively
3. Motivation and affect. Intrinsic motivation have a crucial role in learning process.
4. Development and individual differences. Unique journey for each person. Unique
combination of genetic and environmental factors
5. situation or context. Context of a society as well as within an individual.
Fully alive, the glory of God- St. Irenacus
Traditional- extensive change from birth to adolescence, little to no change in
adulthood, declining in late old age.
Life-span approach- adulthood developmental change takes place as it does in
childhood.
Paul baltes- Lifespan development
Development is lifelong It does not end in adulthood. Will continue
developing even in adulthood.
Development is plastic Plasticity refers to the potential for
change. Possible throughout lifespan. No
one is too old.
Intelligence in adulthood, improved with
RETRAINING
Development is multidimension Biological, cognitive, and socio-emotional
dimensions. That’s why it is complex.
Biological processes Changes in individuals nature
Cephalo-caudal Top, at the head with physical growth in
size, weight and future differentiation from
top to bottom. Neck, shoulder, middle
trunk and so on
Proximodistal Center to outwards, trunks and arms
compared to hands and fingers
Development takes place gradually Wont stop pimple overnight, the bud does
not blossom suddenly
Changes in individuals thought,
Cognitive processes intelligence and language. Sounds to
word becoming two words.
Socio-emotional Changes in individual relationship with
people
Biological, cognitive and Inextricably intertwined
socioemotional
Development is contextual Changing beings in changing world.
 Respond to and act on contexts.
Biological makeup, physical environment,
cognitive processes, historical and
cultural context.
Development involves growth, 3 goals of human development (growth,
maintenance and regulation maintenance and regulation)
Infancy Birth -2 years
infancy We cried, kicked, saw, heard, tasted. We
split the universe into two halves. “me
and not me” juggled the need to curb our
own will.
Early childhood 3-5 years
Early childhood Skipped, play, ran. When we said “I
meant” we meant totally unique and not
to be confused with any other.
Middle and late childhood 6-12 years
Middle and late childhood Belonging to a generation and feeling a
property of our own. Not think much of
the future, focused on the present
Adolescence 13-18 years
Adolescence Brave as the zodiac. Two but lasting
bequests our parents could leave us.
Early adulthood 19-29 years
Early adulthood Time for work and love. Ask who we are
and wonder if it isn’t enough just to be.
Sex and love are powerful passions in our
lives. We become parents ourselves
Middle adulthood 30-60 years
Middle adulthood What we will be. Discover what we are
running from and why. As the old polarity
greets us, join the daring of youth with the
discipline of age. Pass in a short while
and like runners hand torch of life
Late adulthood 61 and above
Late adulthood Suddenly it is evening. We trace
connection between the end and
beginning of life. We come to know that
we are what survives of us.
Infancy and early childhood Walk, talk, solid foods, elimination of body
wastes, sex differences and sexual
modesty. Acquiring concept to describe
social and physical reality, readiness for
reading. Distinguish right from wrong and
developing conscience.
Middle childhood Physical skills necessary for ordinary
games, wholesome attitude towards
 oneself, get along with age-mates,
appropriate sex role, fundamental skills in
reading, writing and calculating, develop
concepts for everyday living. Conscience,
morality, scale of values. achieve
Personal independence, develop
acceptable attitude toward society
adolescence Achieve mature relations with both sexes.
Achieve masculine or feminine social
role, accepting one’s physique, achieving
emotional independence of adults,
preparing for marriage and family life,
preparing for an economic career,
acquiring values and ethical system to
guide behavior. Desiring socially
responsible behavior.
Early adulthood Selecting a mate, learning to live with a
partner, starting a family, rearing children,
managing a home, starting an
occupation, assuming civic responsibility
Middle adulthood Helping teenage to become happy and
responsible adult, achieving adult social
and civic responsibility. Satisfactory
career development, adult leisure time,
one’s spouse as a person, accepting
physiological changes, adjusting to aging
parent.
Later maturity Adjusting to decreasing strength,
adjusting to retirement and reduced
income, adjusting death of a spouse,
relationship with one’s own age group,
meeting social and civic obligations,
establishing satisfactory living quarters.
Developmental tasks Robert havighurst
Robert Havighurst Arises at a certain period in our life, the
successful leads to happiness failure
leads to unhappiness, social disapproval,
difficulty with later tasks
8 santrock
6 havighurst
Havighurst did not include pre-natal
havighurst Combine infancy and early childhood
santrock They are 2 different stages
Prenatal (Concept to birth) tremendous growth,
from a single cell to complete brain and
behavioral capabilities.
Infancy Birth to 18-24 months
Infancy Extreme dependence on adults.
Psychological activities; beginning-
language, symbolic thought, sensorimotor
coordination and social learning
Early childhood (grade 1) Infancy-5/6 years. Preschool
years, more self-sufficient and care for
themselves, develop school readiness
and spend many hours with peers.
Middle and late childhood 6-11, Elementary school years.
Fundamental skills of reading, writing and
arithmetic are mastered. Exposed to the
larger world and its culture. Achievement
becomes a central theme and self-control
increases
Adolescence 10-22, rapid physical changes. Dramatic
gain in height and weight, changes in
body contour. Thought is more logical
abstract and idealistic. More time outside
of the family.
Early adulthood 20-30
Early adulthood Establish personal and economic
independence, career development,
selecting a mate, learning to live w
someone in an intimate way, starting a
family and rearing children
Middle adulthood Expanding personal and social
involvement and responsibility , assisting
the next generation in becoming
competent and mature individuals,
satisfaction in a career
Late adulthood 60 and above
Late adulthood Adjustment for decreasing strength and
health, life review, retirement and
adjustment to new social roles
Nature Individuals biological inheritance
Nurture Environmental experiences
Continuity Cumulative, gradual
Discontinuity Distinct changes
Stability vs change First experiences vs involving change
Interaction of nature and nurture
Heredity and environment Interact together
Without genes, there is no person, Scar and Weinberg
without environment there is no person
PERMANENTLY Functioning of organs
Research Gives teachers and policy makers
 important knowledge to use in decision
making for the benefit of learners.
research Informed decision what to teach and how
to teach.
Scientific method Important principle in research
research Systematic and logical process
research 1. identify and define the problem
2. determine the hypothesis
3. collect and analyze data
4. formulate conclusion
5. apply conclusion to the original
hypothesis
hypothesis Educated guess
Cause and effect/phenomenon; gather Experimental research
and analyze data from experiment
Combining data and characteristics about Descriptive research
subject and no need for an experiment
Research design High level of quality and integrity to
provide valuable information about child
and adolescent development
Case study An in-depth look at an individual,
Strength; info about individuals fears,
hopes, fantasies, traumatic experience,
upbringing, relationships, anything a
psychologist understand
Weakness; exercise caution and
generalization.
Correlational study A research design that determines
associations
Strength; the more strong the events are,
the more we can predict
Weakness; not involve manipulation, not
a dependable way to isolate
experimental Cause and effects. Manipulating one
variable. Relies on contolled methods
Strength: the only true reliable method on
cause and effect
Weakness: limited to what is observable.

Naturalistic observation Childrens experiences in natural setting,

observing subjects in their natural
environment. Conducting lab research is
unrealistic. Cost prohibitive, would unduly
the effect of subjects behavior
 Difficult to determine exact cause
Longitudinal Designs studies and follows through a
single group over a period of time. Same
individuals studied over a period of time,

Strength: record and monitor

developmental trends
Weakness; time consuming
Cross sectional Research strategy in which individuals
are compared at one time

Strength; monitor development and how

they grow
Weakness: no information on how
individuals change.

Sequential Combined cross sectional and

longitudinal approach. Individuals of
different ages then years later; same
individuals tested again in longitudinal
aspect. A new group of subject is
assessed.
Strength; impossible to attain from cross
sectional or longitudinal

Weakness; complex and expensive

Action research Reflective process of progressive
problem solving. With individuals working
in teams or pat of a community of practice
to address issues.
Reflection on everyday practice

Strength: to create changes and gain

information on processes and outcome of
strategies used.
To create changes

Weakness: one organization only; could

not be interpreted within diff
organizations. Impossible to generalize

observation Either in laboratories or natural setting. In

naturalistic; it is in real world like
classroom, home or neighborhood
Physiological measure Indicators of development; can be heart
 rate, hormonal levels growth, weight
Standardized Prepared tests that assess Individuals
performance in different domains.
Administered in consistent manner
Interviews and questionnaires Provide info about themselves based on
the interview or questionnaire given by
the researcher. Printed questionnaire,
over the telephone, by mail, in person or
online.

Utilizing standardized procedures so

every participant Is asked the same
question in same manner.
Life-history records Records of information about a lifetime
chronology of events and activities.
Combination of data records on
education, work, family and residence.
Public records or historical documents in
respondent.
1. no harm
2. informed consent
3. honest and truthful
4. privacy and confidential (not disclose
personal information)

Ra 10173 of 2012 Protect the fundamental human right of

privacy of communication while ensuring
free flow”
1. more reflective, critical, analytical
2. more deliberate in decision making
3. professional disposition
4. rethinking and reconstructing
5. learning to inquire

Teacher in research Something done by teachers

Research abstract Brief summary that appears at the
beginning of the article
-title
Research abstract -researchers
-date
-introduction
-methods
-findings
-conclusion and reco
-references
introduction Concise review relevant to the topic, ties
 and hypotheses to be tested.
method Clear description of the subjects and the
procedures
results Analysis of the data collected
Conclusion and recommendation Authors answers to specific problem of
the study and suggestion
references Bibliographic information
Freud Most well-known psychologist because of
the interesting theory about unconscious
and sexual development.
Freud Most popular psychologist that studied
the development of personality/most
controversial. 5 stages
Erogenous zones Pleasure areas, focal points for the
particular stage.
If needs are not met Fixation occurs
Oral stage Birth to 18 months
Oral stage Mouth is the erogenous zone.
Oral receptive Smoke, drink, alcohol, overeat
Oral aggressive Bite nails, curse word/gossip. Dependent
on others, easily fooled, lack leadership.
Pessimistic and aggressive
Anal stage 18 months -3 years
Anal stage Pleasure is in the anus. Pleasure in
eliminating and retaining feces. Toilet
training.
Favorite word: NO

Anal retentive Cleanliness, perfection, control

Anal expulsive Messy, disorganized
Phallic stage 3-6
Phallic stage Erogenous zone is the genitals.
Preschoolers fondling their genitals.
Unconscious sexual desire.
Oedipus complex Boys love their mom
Castration anxiety Fear their father will punish them
Electra complex Girls love their dad
Boys will just identify with his dad rather
Due to fear than fight them
Sexual deviances Overindulging or avoidance
latency 6 to puberty
latency Sexual desire repressed. Focus is on
acquisition on physical and academic
skills
Genital stage Puberty onwards
Genital stage Sexual urges are awakened. Opposite
sex peers, pleasure on genitals
Id Pleasure principle, child needs it to get
essential needs, immediate gratification.
Doesn’t care about others
Ego Reality principle
ego Being impulsive can result to negative
consequences, practical. Deciding agent
superego End of preschool/end of phallic
superego Persons moral aspect, conscience; it
exerts right and wrong
Well-adjusted person Strong ego
Too much id Impulsive and pleasure seeking
Too much superego Harsh and judgemental
Topographical model Freud
The unconscious Oedipus and electra. Out of awareness.
What most we go is not conscious. It still
influences thinking
The conscious We are aware of in our conscious mind.
Very small part of what we are. Most of
what we are is hidden
The subconscious Preconscious/subconscious
Somewhat hidden unless we search for it.
Information telephone, memories, name
of my bff is in the preconscious.
All we are not aware of, not experienced Non-conscious
Ego Free floating
unconscious Id
Jean piaget Cognitive development
Cognitive tasks Piagetian tasks
piaget Genetic epistemology
schema Cognitive structures, filing cabinet
Assimilation New experience into an existing schema
Accommodation Creating a new schema, adding a new file
in the cabinet
Equilibration Proper balance between assimilation and
accommodation.
Plural of schema Do not match
Do not match We experience cognitive disequilibrium
Sensorimotor Infancy, reflexive in grasping, sucking,
reaching becomes more organized.
Object permanence To know that an object still exists even
when out of sight.
Preoperational 2-7 years old
Pre operational Intuitive intelligence. Mental
 representation and is able to pretend.
Symbolic function Represent objects and events.
Ego-centrism To see only in his point of view. Cannot
take the perspective of others.
Centration Only focus on one aspect of a thing.
Centered on the taller glass.
Irreversibility Cant reverse thinking, 2=3=5 but 5-3 is 2
Animism Attribute humanlike traits to inanimate
objects. Mr. sun is asleep
Transductive reasoning Neither inductive nor deductive.
Unreasonable not logical
Concrete operational Logical but only on concrete. 8-11 years
old
decentering Perceive different features of objects. No
longer focused to one aspect
Reversibility Can now do things in reverse. Ball can be
rolled back into a clay
Conservation Certain properties like mass, number,
volume area do not change even if theres
a change in appearance. Judge the
amount of water
Seriation Arrange things in order based on weight,
volume or size
Formal operational 12-15 more hypothetical, abstract
problems
Hypothetical reasoning Make judgements, hypothesis, absence
of concrete objects. WHAT IF
Analogical reasoning Relationship in one instance and narrow
down possible answers.
Deductive reasoning General rule to a particular instance
Psychosocial Biophysical
Erikson was influenced by Freud
Erikson 8 stages
Erik erikson Like an unfolding of rose bud
Epigenetic principle Predetermined unfolding of personalities.
Psychosocial crisis Opposing emotional forces. Contrary
disposition.
Syntonic disposition Positive
Dystonic Negative
If a stage is managed well Virtue
Success Balance between dispositions
Malignancy Worst of the two, too little positive. Too
much negative
Maladaptation Not that bad, too much positive; little
negative. Trusts too much
Connect like interlaced fingers
Trust vs mistrust Infancy, goal is to develop trust without
completely eliminating mistrust.
Maladaptive Sensory maladjustment
Malignant Withdrawal
Hope When things aren’t going well, they will
work in the end.
Autonomy vs shame and doubt Parents should be firm but tolerant.
Maladaptation Impulsiveness, shameless willfulness.
Malignancy Compulsiveness, done perfectly.
balance Will power, determination “can do”
Initiative vs guilt
initiative Response to the worlds challenges,
taking responsibility, learning new skills,
initiative Attempt to make non-reality, a reality
Maladaptive Ruthlessness, without mercy,
Extreme form of ruthlessness Sociopathy
Malignancy Inhibition
Inhibition Nothing ventured, nothing lost, the fear
that if it fails, they will be blamed
balance Purpose
Courage Capacity for action despite clear
understanding of your limitations
Industry vs inferiority
Inferiority Racism, sexism
Maladaptation Narrow virtuosity, aren’t allowed to be
children; child actor, athlete, musician
malignancy Inertia
Inertia Inferiority complex. Inert. If I don’t
succeed, I won’t try again
Balance Competency
Identity vs role confusion
Identity Who you are, how you fit.
Rites of passage Accomplishments and rituals to
distinguish adult from child.
Psychosocial moratorium
Maladaptation Fanaticism, you way is the only way;
idealism. Promote beliefs and lifestyle
without rights to disagree
Repudiate Reject and go in bad groups
Fidelity Loyalty and accepting imperfections
Intimacy vs isolation
Fear of commitment
Promiscuity Intimate too freely, easily and without any
depth
Malignancy Exclusion
Exclusion Isolate from love, friendship and
community
Balance love
Generativity vs stagnation
Generativity Extension of love into the future, less
selfish
Stagnation Self-absorption caring for no one, not a
productive member of society
Maladaptation overextension
overextension Helping too much
malignant Rejectivity
Midlife crisis What am I doing this for?
balance care
Integrity vs despair
Ego integrity Coming to terms in life
Maladaptation presumption
Presumption He alone is right and he doesn’t respect
ideas.
Malignant disdain
disdain Hates life
wisdom
Lawrence kohlberg Justice right equality
Kohlberg dilemmas

Level Stage Description

1. Pre- 1. Obedience & Right and wrong are determined by what is punished.
Conventional Punishment Avoid punishment.
2. Self-Interest Right is what benefits oneself. "What's in it for me?"
Good behavior means pleasing others and being seen as
2. Conventional Social approval
"nice."
Right is obeying laws and rules to maintain order and
4. Law & Order
authority.
3. Post- Laws are important, but can be changed for the greater
5. Social Contract
Conventional good. Common good.
Right is based on universal ethical principles (e.g.,
6. Universal Ethics
justice, human rights). Consequences, conscience

Coined the term scaffolding Bruner

Lev vygotsky Socio cultural
Lev vygotsky Social interaction and language
Vygotsky cultural
Private speech Self-talk
vygotsky Hands on activities
Zone of actual development alone
MKO
Difference he can do alone and with Zone of proximal development
help
Support/assistance scaffolding
Without assistance na Fade away technique
bronfenbrenner Bioecological systems
microsystem Nearest sa child.
Behavior and beliefs of parents Bi-directional influences
Mutuality erikson
Mesosystem Interaction of microsystem, parent and
teacher, parents and health services
Exosystem Bigger social system, not direct to the
child. Government. Call center
Macrosystem Outermost part. Cultural values;
customs; laws, 18 and leave na.
Chronosystem Element of time as child grows.
Stability of change. Nurturing nature.
bronfenbrenner headstart
bronfenbrenner Primary relationship needs to be
someone with care
Germinal 2 weeks after conception
Germinal 1. creation of zygote, 2. Cell division,
3. Attachment of the zygote to the
uterine wall.
Blastocyst attaches to the wall Implanted (implantation)
trophoblast Outerlayer of the cell that provides
nutrition and support
Embryonic period 2-8 weeks after conception, zygote
becomes embryo
Embryonic period Cell differentiation intensifies. Life
support systems develop and organs
appear
endoderm Inner layer for digestive and
respiratory
Ectoderm and mesoderm outerlayer
ectoderm Nervous system, sensory receptor
Mesoderm Middle, circulatory, muscular, skeletal,
reproductive excretory
organogenesis Process of organ formation
placenta Life support system, disc shape
tissues, small blood vessel from
 mother and offspring intertwine but not
join
Umbilical cord Two arteries and one vein that
connects the baby sa placenta
Amnion Bag or envelope contains clear fluid
developing embryo floats
Fetal Growth and development continue
dramatically

3 months- 3 inches long

4- 6 inches\
4 pounds
Teratology Field that investigates causes of
congenital birth defects
tera monster
Teratogen Causes birth defects
hazards Antibiotic, diet pills, aspirin, coffee,
thalidomine
thalidomide Tranquilizer alleviate morning
sickness
Cocain exposure Reduced birthweight and head
circumference
Fetal alcohol syndrome Cluster of abnormalities, face
deformed, defective limbs.
High temperature in sauna Interfere cell division
rubella German measles
syphilis Damages orgns after they have
formed, blindness
Herpes on mother Gestation in placent, fluid in delivery
and after birth
Folic acid Needed for pregnant mothers
Folic acid Reduce the risk of having a baby with
serious defect.
Brain and spinal chord Neural tube
Spina bifida The most common neural tube defect
with a spine that is not closed.
Paralysis, mental retardation
40 1-100
50 1-10
Paternal factors Fathers exposure to lead, radiation,
certain pesticides, petrochemicals
abnormalities in the sperm
Life begins at conception
myelination Axons are covered and insulated by
layers of fat cells.
reflexes Automatic, survival
gripping Grasp in their palm
curling Foot stroked, curl foot
Startle/moro Sudden sounds then they throw their
legs out
galant Back is stroked to the spinal chord
Tonic neck reflex abdomen
Fine motor skills Small muscles hand finger thumb
intermodal Relate, connect, integrate
cooing Largely vowel sounds
Babbling Consonant as well as vowel sounds
One word utterances Utterances of vowel and consonants
Two word utterances Basic adult
holophrases One word utterance
18 months 3-100 words
overextension Cover things for a word is lacking
2-3 word utterances with rudimentary Telegraphic speech
syntax
Noam chomsky language acquisition device
LAD Metaphorical organ responsible for
language learning
matching Match identical objects
Rote sequencing Recite the alphabet and numbers in
sequence
Episodic memory Recall people met
Semantic memory Short and longterm memory
Temperament Captures the way that people differ,
even at birth, ability to regulate
emotions
Activity level Placid and interactive
The mood Smiley and cheerful
Rhythmicity unpredictable
Gross motor Locomotor, non-loco, manipulative
Locomotor Walking, running, climbing, creeping,
galloping, dodging
Non loco Stays in place, bending, stretching,
swaying.
manipulative Throwing, striking, bouncing
Fine motor skills Smaller muscles in arms, hands,
fingers
Preschoolers artistic development Viktor lowenfeld
Scribbling Zigzag.
preschematic Recognize drawings, names to their
drawings, prominent head and basic
elements
schematic Draw experience and exposure,
 houses, trees, people.
phonology Speech sounds
semantic Word meaning
syntax Sentence construction
pragmatics Social uses of language
Fast mapping Absorb meaning of a word after
hearing it once or twice
Theory of mind Individual thoughts and mental
processes
Judicious permissiveness safeness
Self-concept General view of strengths, abilities,
weakness, I can do it, kaya ko na
Self esteem
Gender typing Gender roles, preferences, behaviors
by society
Play Main agenda of preschool years
Unoccupied Not playing but directs his attention
that interest him
Onlooker Watching other play, may look but
doesn’t play
Solitary play Play on his own, not notice any
children nearby
Parallel play Plays with toys similar to those near
him but only plays beside and not with
them. No interaction
Associative play Interaction but no task and rules
Cooperative With rules, play a game
Responsiveness Expression of affection and
communication; warm
Demandingness Level of control. Involves discipline
and confrontation.
Authoritative High responsive, high demand
Authoritarian Low responsive, high demand
Permissive Low demand, high responsive
negligent Low demand, low responsive
authoritative Makes the child feel secure
unimanual One hand
Bimanual Two hands
Coordination Series of movements organized and
timed to occur in a way of a particular
result.
balance Maintain equilibrium/stability
Static balance Maintain equilibrium in a fixed position
Dynamic balance Maintain equilibrium while moving
speed Great distance in shortest possible
 time
Agility Quickly change or shift direction
power Maximum effort in shortest period
Late childhood preteens
Growth spurt Boost in height and weight
Hormone flooding Growth spurt
gonads Overies for female, testis for male
spermache Enlargement of testis gland
menarche First mens
spermache Sign of puberty for boys
Secular trend More rapil physical maturation
Adolescence Sexual exploration
Sexual orientation Tendency to be attracted to people of
same or same sex.
Self esteem Self concept and identity
propositional Assertion outside visual evidence
relativistic Subjective on , right or wrong
Real vs possible Examining a situation