FTCE Deaf or Hard of Hearing K–12: specialist foundations flashcards
FTCE Deaf or Hard of Hearing K–12: specialist foundations · Build recall with a focused review session.
24 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Content objective
- The subject knowledge or reasoning a lesson targets, distinguished from the language and participation demands through which students access it.
- Visual attention
- The allocation of gaze among a person signing, captions, displayed materials and written work, which instruction should sequence deliberately.
- Incidental learning
- Knowledge acquired informally through surrounding interaction, requiring intentional accessible sharing when information would otherwise be missed.
- Present levels
- Evidence-based descriptions of current academic and functional performance that connect individualized educational needs with appropriate goals and supports.
- Communication consideration
- IEP analysis of language, direct communication, direct instruction and wider educational needs for a child who is deaf or hard of hearing.
- Procedural safeguards
- Legal protections supporting informed family participation and appropriate dispute processes, applied through the current relevant federal and state requirements.
- Conductive hearing loss
- A hearing difficulty involving sound transmission through the outer or middle ear, requiring appropriate specialist evaluation rather than classroom diagnosis.
- Sensorineural hearing loss
- Hearing loss involving the inner ear or auditory nerve, distinguished from an isolated transmission problem in the outer or middle ear.
- Signal-to-noise ratio
- The relationship between the desired sound signal and competing background sound, affecting classroom speech access alongside distance and acoustics.
- Assessment construct
- The specific knowledge or ability a measure intends to evaluate, which should be distinguished from unrelated language and sensory barriers.
- Triangulation
- The interpretation of multiple sources of evidence together rather than allowing one score or observation to determine an educational conclusion.
- Criterion-referenced assessment
- Assessment that evaluates performance against specified learning targets or criteria rather than ranking the learner against a comparison population.
- Educational eligibility
- A determination under applicable education rules about disability and educational need, distinct from cultural identity or audiological description alone.
- Professional collaboration
- Coordinated work in which educators, specialists, families and students contribute expertise while retaining clear responsibilities and appropriate boundaries.
- Oralism
- A historical educational emphasis on speech and spoken-language methods, understood within broader debates over accessible language and instruction.
- Manually coded English
- A visual-manual system representing English features, which should not be confused with the independent grammar of American Sign Language.
- Cued speech
- A system combining visible hand cues near the face with mouth movements to help distinguish sounds of a spoken language.
- Total Communication
- A broad philosophy of using appropriate communication resources for the learner, not a guarantee that simultaneous speech and signing are fully accessible.
- Nonmanual features
- Facial, head and body features that may contribute grammatical or discourse information in signed language, beyond merely expressing emotion.
- Fingerspelling
- The use of manual alphabet forms within signed communication, including names and some unfamiliar terms, rather than a substitute for an entire language.
- Deaf culture
- Cultural and linguistic community experience associated with Deaf identity, recognizing diverse individual affiliations, histories and language preferences.
- Chaining
- An instructional technique linking a sign, a fingerspelled form and a printed word to strengthen meaningful connections across representations.
- Language experience approach
- Literacy instruction connecting the learner's accessible account of a shared experience with a written text for discussion and reading.
- Metalinguistic awareness
- The ability to reflect on how language works, including comparing ASL and English structures without treating one as a defective version of the other.