Special Education Vocabulary in Use - ebook

Wstęp

Autorzy mają nadzieję, że publikacja Special Education Vocabulary in Use. Podręcznik do nauki angielskiego słownictwa z zakresu pedagogiki specjalnej będzie użyteczną pomocą w pracy nad rozbudowaniem sprawności językowych polegających na znajomości słownictwa, biegłości stylistycznej oraz swobodnym i dokładnym rozumieniu dłuższych wypowiedzi z zakresu pedagogiki specjalnej zarówno w mowie (przykładowo: wykład, opinia, konwersacja), jak i w piśmie (podręcznik, artykuł, informacja internetowa) formułowanych w języku angielskim.

Niniejsza książka w zamyśle autorów ma służyć nie tylko studentom pedagogiki specjalnej, lecz także innych kierunków nauk o wychowaniu oraz dalszych powiązanych dyscyplin badawczych i praktycznych, takich jak praca socjalna, psychologia, socjologia, fizjoterapia, pielęgniarstwo…

Może być również przydatna dla tych rodziców, rodzeństwa, krewnych, wolontariuszy bezinteresownie i dzielnie wspomagających osoby z niepełnosprawnością, którzy by lepiej spełniać rolę wsparcia, zamierzają systematycznie aktualizować swą wiedzę o postępach pedagogiki specjalnej nie tylko w Polsce, ale i w czołowych ośrodkach zagranicznych. To również ze względu na nich podręcznik został opracowany tak, aby mógł być pożyteczną pomocą zarówno do nauki w grupie pod opieką lektora, jak i dla osób przedkładających samokształcenie. Autodydaktom test sprawdzający, a także dokładny i szczegółowy klucz znajdujące się na końcu książki będą pozwalały na kontrolę postępów w opanowaniu materiału.

„Nie ma kaleki, jest człowiek” – podkreślała niezmiennie i stanowczo Maria Grzegorzewska (1888–1967), uczona, która jak mało kto przyczyniła się do ukształtowania pedagogiki specjalnej w naszym kraju. Jedną z rzeczy najcenniejszych w dziedzictwie pozostawionym przez Grzegorzewską jest bez wątpienia koncepcja humanistycznych fundamentów aksjologicznych pedagogiki specjalnej. W codziennej działalności zarówno naukowej, jak i wychowawczej przekłada się to m.in. na staranne unikanie mowy wykluczającej. Do problemu eliminowania języka naznaczającego przykłada się dziś dużą wagę w pedagogice anglosaskiej. Znalazło to odzwierciedlenie w niniejszym podręczniku – tak w uwagach o dziejach edukacji specjalnej i przemianach terminologii, jak i w odpowiednich ćwiczeniach.

Struktura książki i ćwiczeń jest podobna do kompozycji wcześniej opublikowanej w wydawnictwie Poltext pozycji Psychology Vocabulary in Use. Podręcznik do nauki angielskiej terminologii psychologicznej (II wydanie, Warszawa 2018). Niniejsza publikacja liczy dziesięć rozdziałów poświęconych wybranym ważnym działom pedagogiki specjalnej. O kluczu i teście była już wzmianka powyżej. Całość zamykają dodatkowe ćwiczenia i słownik z podstawową terminologią. Każdy z rozdziałów po tekście wprowadzającym zawiera zestaw ćwiczeń i zadań umożliwiających poznanie angielskiej terminologii pedagogiki specjalnej i utrwalenie biegłości językowej w tym zakresie. Ćwiczenia są urozmaicone. Jedne z nich sprawdzają rozumienie tekstu czytanego (pytania typu prawda/fałsz, quizy), inne to zadania wielokrotnego wyboru, uzupełniania luk własnymi odpowiedziami, ćwiczenia ze słowotwórstwa, dopasowywanie słów do definicji/opisów i zastępowanie wyrażeń z języka potocznego terminami naukowymi. W każdym z tekstów wprowadzających i w niektórych ćwiczeniach wytłuszczone zostały terminy mające kluczowe znaczenie dla danej problematyki pedagogicznej.

Książka odwołuje się do zasad ortografii brytyjskiej. Jest przeznaczona w zasadzie dla osób, które opanowały kurs General English przynajmniej na poziomie średnio zaawansowanym.

Nagrania mp3 wybranych tekstów z książki można pobrać bezpłatnie ze strony internetowej wydawnictwa po wpisaniu w okienko kodu, który znajduje się na przednim skrzydełku okładki.

Autorzy dziękują za rzeczowe rady, wsparcie redakcyjne i słowa zachęty, które były nieocenioną pomocą przy pisaniu tej książki.

Przede wszystkim dziękujemy Pani Profesor Joannie Głodkowskiej, dyrektor Instytutu Pedagogiki Specjalnej APS – bez Jej aprobaty nie przystąpilibyśmy do prac nad podręcznikiem. Rzecz jasna wyrazy wdzięczności odnoszą się również do wszystkich pozostałych uczestniczek zespołu redakcji naukowej wymienionych na stronach tytułowych publikacji. Dziękujemy także za życzliwą pomoc Profesorowi Grzegorzowi Szumskiemu, Doktor Justynie Gasik, Susan Carton z St. Angela’s College, Sligo oraz Terence’owi Clark-Wardowi.

Doskonale układała się nam współpraca z wydawnictwem Poltext dzięki niekwestionowanemu profesjonalizmowi Państwa Redaktorów Marka Rostockiego i Anny Żółcińskiej.

Nie musimy dodawać, że za wszystkie niedociągnięcia i ewentualne błędy wyłączną odpowiedzialność ponoszą autorzy podręcznika.

Warszawa, Tri Studničky 2018UNIT 1. WHAT’S IN THE NAME? DISABILITY

Exercise 1

Read the text and underline the correct word from the three in italics.

WHAT IS DISABILITY?

Disability is a diverse, multi-dimensional and multi-factorial phenomenon, which continues to be the subject of interest, study and much debate among professionals. This interest brought about two distinct models of disability: medical and social. In the medical model, disability is perceived to be caused by physical inabilities/impairments/deprivations (1) resulting from anatomical, physiological and psychological abnormalities/deformities/limitations (2), which reduce an individual’s quality of life and lead to difficulties in dealing with everyday situations. In the social model of disability, ‘disability’ is a social state and not a physical condition. Here, the emphasis is placed on the disadvantage/dependence/disorder (3) experienced by people with impairments as a result of socio-structural barriers that prevent them from full participation in mainstream society and the failure of society to cater for them as equal citizens.

These two models are harmonised in the definition of disability provided by the World Health Organisation:

‘Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body behaviour/performance/function (4) or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations.

Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers.’

Disability may be developmental, sensory, intellectual, psychological or physical, or a combination of some of these. It may be genetics/genetic/genetical (5)
or acquired, obvious to a casual observer, such as a loss of a limp/lisp/limb (6),
or not immediately obvious (hidden), such as dyslexia. It may range from mild to moderate, severe to profound.

Disability may arise directly from a definite/specific/concrete (7) health condition, such as vision loss due to cataract (primary disability), or be the result of a preexisting impairment, such as vision loss due to diabetes (secondary disability).

Finally, according to a school-based category, disability can be divided into two broad groupings: high- and low-incidence. High-incidence disabilities (e.g. speech and language disorders) are the most prevalent/average/popular (8) among children and youth with disabilities, whereas low-incidence disabilities (e.g. deafblindness) are those which are relatively seldom encountered.

Exercise 2

Read the text and decide if the statements below are true (T) or false (F).

A BRIEF HISTORY OF THE FIELD

Impairment has existed since the dawn of time, however the way people perceived it varied significantly from one community to another. Throughout centuries people have shared different beliefs, attitudes and values, therefore there is no single response to impairment. As a matter of fact, what is regarded as an impairment in one society, may not be thought of as an impairment in another (e.g. deafness on Martha’s Vineyard).

In the beliefs of ancient people, the gods infused every aspect of human daily life, including well-being and health. In Ancient Greece and Early Roman Republic, infants born with congenital deformities were typically abandoned or killed after birth for economic, religious and eugenic reasons. Society at large regarded deformed infants as an indication that their parents angered the gods. People who weren’t born with physical impairments but became impaired later in life were allowed to live, but – unless they were very wealthy – existed on the margins of society, often condemned to poverty and deprivation. Those who escaped death were also exploited for amusement and entertainment, either in the houses of the wealthy or public places. For example, Balbus Blaesus the Stutterer was exhibited in a cage along Appian Way, the Rome’s most important road, so that travellers could be amused by his speech impairment.

In Classical Greece, physicians like Hippocrates offered a more reasonable explanation for impairment. They rejected the view that impairments and illnesses were a sign of the gods’ punishment or demonic possession. They believed that people’s health was related to bodily fluids called four humours: blood, phlegm, yellow bile and black bile, and that certain personality traits and conditions arose from them. For instance, various forms of mental disorders were thought to be caused by an excess of black bile.

As the Roman Empire aged, its strict laws on impairment loosened. People with impairments became more accepted in their communities. For instance, a ruling by Ulpian, a Roman jurist, declared that infants with impairments should be nurtured and looked after by their parents. By the third century A.D. child exposure was viewed the way it would be viewed today: as a murder.

Impairment was socially acceptable in Ancient Mesopotamia. People with impairments were not excluded from society (with the exception of people with skin conditions, i.e. leprosy and dropsy), but they were assigned productive roles to make a living. A man with physical impairment could become a silversmith, a blind man a musician, and a man with mental retardation a courtier. Similarly in Egypt, people with impairments weren’t denied a participation in the life of their community. On the contrary, the ancient Egyptians were one of the most humane societies with regard to impairment. They directed considerable attention to blindness, deafness, mental retardation and other impairments as well as social well-being of citizens with impairments. Egyptians also respected dwarfs (or rather people with restricted growth) who held elite status in society.

Early Christians, in keeping with Judaic concepts of charity, provided for the less fortunate and treated them with sympathy and pity. To many, impairment was indication of impurity, which could be purged through worship or religious rituals. During the Middle Ages, attitudes towards impairment were mixed and reflected – to a large extent – individual feelings rather than the teachings of the Catholic Church. Impairment was widely believed to be inflicted by God or a supernatural power. People with impairments were treated in monasteries and hospitals where they were subjected to such actions as exorcism, incantation and purging. As the Middle Ages progressed, people with impairments became feared, and some of them (e.g. those with mental disorders or visible malformations) were persecuted and executed for witchcraft.

The early modern period brought a gradual progress towards more rational thinking about impairment. It began to change from being viewed as demonic possession or as divine punishment to being viewed as an illness requiring treatment. Yet, the early modern period, like other periods before it, represented contradictory attitudes to impairment. On the one hand, it initiated the education, institutionalised care and treatment of people with impairments, and on the other, the belief in evil spirits as a cause of some impairments was still alive and witchcraft continued to be practised. People with impairments began to be commonly accepted into monasteries, mental hospitals, almshouses and other facilities, not only to be cared for but also to be isolated from society. In spite of all these achievements, many of the mental hospitals were notorious for cruel treatment and inhumane living conditions.

At the close of the 18th century, special education became a recognised branch of education and residential schools were opened for children with special needs. The world’s first special schools were opened in Paris: the deaf institution (Institut National des Sourds-Muets) in 1760, and the blind institution (Institut National des Jeunes Aveugles) in 1784. Subsequently, other schools for the Deaf and blind were opened across Europe and in North America. Schools that exclusively served children with physical impairments were opened later than those for the Deaf and blind. The first school for children with physical impairments was opened in Bavaria in 1832. The 19th century also witnessed significant advancement in the education of people with other types of impairments.

The modern history of a specific field of impairment will be discussed in the respective chapters.

1. Ancient Greeks and Romans practised infanticide of children with congenital impairments.
2. In the ancient world, people with impairments were often used for entertainment purposes.
3. In Ancient Egypt, dwarfs were kept at court to provide amusement.
4. Compassion was the prevailing attitude towards people with impairments in the Late Middle Ages.
5. The practice of witchcraft stopped with the coming of the early modern period.
6. First institutions for mentally ill individuals became notorious for deplorable living conditions and abusive treatment.
7. Special schools for deaf, blind and otherwise disabled children were established roughly at the same time.

Note!

- Never use words such as cripple/crippled, invalid, retard/retarded, deformed, defective, dumb, deaf-mute, lame, poor, handicapped, slow, or special ed in reference to a person’s impairment. They are offensive.

Handicap is synonymous with disadvantage or barrier. You may say, ‘Stairs present a handicap for people with physical impairments’, ‘A lack of closed captioning on TV is a real handicap for him.’

- Use the person first, e.g. ‘a person with an impairment’, ‘a man who has a hearing impairment’, ‘a woman who is using a wheelchair/a wheelchair user.’ Don’t say, ‘a hearing impaired man’ or ‘a wheelchair bound woman/a woman confined to a wheelchair.’
- Descriptive words should be used as adjectives, not as nouns, therefore do not refer to people with impairments as the disabled, the hearing impaired, the mentally disturbed. You don’t want to make the impression that their impairments define them.

There are some exceptions to this rule, such as the Deaf and the blind.

- Do not say ‘he suffers from’, ‘she is afflicted/stricken with’, ‘they are victims of.’ Instead use have, experience, or live with, e.g. ‘he has cerebral palsy’, ‘she has experienced arthritis’, ‘the man is living with muscular dystrophy.’
- Avoid referring to a person without an impairment as normal, able-bodied or healthy. It implies that people with impairments are abnormal and strange. Use non-disabled or a person without an impairment instead.
- When talking about places designed and equipped to meet the needs of people with impairments, use the word accessible, e.g. ‘an accessible parking place’, ‘accessible toilets’ or ‘accessible entrance.’ You may also say that a place, such as a restaurant or museum, is ‘wheelchair accessible.’

Exercise 3

a) Match the words in column A to the words in column B to make correct impairment-related terms. More than one match is possible.

------------------ ----------------
A B
1. mental a) loss
2. communication b) impediment
3. speech c) retardation
4.hearing d) delay
5.birth e) disorder
6.developmental f) defect
------------------ ----------------

b) Complete the sentences below with the terms from exercise 3a. Use the plural form if necessary.

1. Some babies are born with _________________ that range from relatively minor problems, such as cleft lip, to significant ones, such as clubbed feet or a missing limb.
2. Individuals with _________________ have lowered intellectual functioning in areas related to thinking and learning, and as a result they have trouble meeting the demands of independent life.
3. A _________________ includes any symptoms that result in a person having problems with vocal communication. The most common examples of such problems are choppy or slurred speech, stuttering and cluttering.
4. Children with _________________ have difficulties exchanging information with others due to, for example, their limited vocabulary, poorly developed conversational skills or speech disruption (such as stuttering or lisping).
5. _________________ is either a partial or full decrease in the ability to receive and interpret sound. It may be genetic but it may also appear at any time in an individual’s lifetime as a result of a disease, trauma, exposure to loud noise, or ageing.
6. A _______________ is diagnosed when an individual’s performance lags significantly in one or a few domains, such as cognition, language, motor skills, emotion, socialisation, and everyday life activities, as compared with norms.

Exercise 4

a) Put the names of impairments into the correct column.

retinal detachment, oppositional defiant disorder, deafness, semantic disorders, fragile X syndrome, dyscalculia, glaucoma, spinal cord injuries, phenylketonuria, polio, cerebral palsy, eating disorders, phonological disorders, muscular dystrophy (MD), dyslexia, anxiety disorders, ADHD, articulation disorders, hearing loss, fluency disorders, retinitis pigmentosa (RP), Down syndrome, Williams syndrome, dysgraphia, cataract

GENERAL TYPES OF DISABILITIES

Physical Impairments

Visual Impairments

Hearing Impairments

Learning Disabilities

Speech and Language Impairments

Intellectual Disabilities

Emotional or Behavioural Disorders

b) Match the names of the impairments from exercise 4a to their descriptions below.

1. Matilda is a 9-year-old girl who has clumsy use of her limbs, irregular posture, poor balance and coordination. As a result, she has trouble walking, sitting, doing up her shoes or picking up dropped items. She can’t even go to the toilet on her own. Actually, she needs a constant help with just about everything physical.
2. Greg has been paralysed from the chest down after diving into a shallow lake and breaking his neck. The boy has had several operations but the injuries he has sustained are so severe that he is expected to spend the rest of his life bound to a wheelchair. In the worst case scenario, he may not even be able to breathe without a ventilator.
3. Oscar seems not to be able to sit still and pay attention to a task for more than 10 minutes at a time. He often talks, squirms in his seat and gets out of his chair to draw on the board with a chalk or to play on the floor. His teachers complain that he disrupts classes and has a bad influence on other children. For this reason he has been sent to the head teacher’s office on many occasions, but it seems to have no effect.
4. 17-year-old Kelly is very afraid to put on weight. She often checks how she looks in the mirror for any signs of excess fat and is always convinced that her thighs are too big or her stomach bulges out. She exercises excessively and refuses to eat most foods even though she has a BMI of 19 and looks frighteningly thin.
5. 9-year-old Julius is a bright boy, but his speech seems to be behind other children his age. He has trouble producing sounds made in the back of the mouth, like ‘k’ and ‘g’, so he substitutes them for sounds he can produce, such as ‘t’ and ‘d’, and says ‘tate’ for ‘cake’ and ‘date’ for ‘gate.’ It can be difficult for others to understand him, especially when context is not known.
6. Natalie dislikes any assignment requiring writing because she has trouble putting her ideas into words and her handwriting is very hard to read. As a matter of fact, it is worse than you would normally see in most children her age, with numerous spelling mistakes, words squashed together and with very little in the way of punctuation.
7. Ruby is a remarkably friendly pixie-faced girl. She smiles all the time and is happiest when she is around other people. She is completely unafraid of strangers. On the contrary, she exchanges hellos with everyone and strikes up a conversation with anyone who shows an interest. Apart from being overly social, she has a strong feeling for language, and yet may never learn to put on clothes the right way or pay for a bus ticket.
8. Clive is a 15-year-old myopic boy. He’s been wearing glasses since he was two years old, but in the last few months he has noticed a change in his condition. His night vision has got worse than his day vision and it’s still decreasing. In addition, he’s been gradually losing his peripheral vision – the ability to see to the side without turning his head – so he is frequently running into things.

Exercise 5

Read the text and choose the answer (a, b, c or d) which you think fits best.

VICTOR, THE WILD BOY OF AVEYRON

On a cold December day, just a few days into the year 1800, a small boy was found in the woods of Aveyron in southern France. He was naked, dirty and growling like an animal. The boy was around the age of 12, though at four feet and a half he was short for his age. The boy’s peculiar behaviour and lack of _________ (1) suggested that he had been living alone in the wild for most of his life.

No one knew the child, so there were intense speculations about him. For instance, people thought that he was abandoned as a baby in the woods because he was _________ (2). Although he wasn’t deaf, he was taken to the National Institute of the Deaf in Paris, for the purpose of evaluation and study. The physicians at the institute soon lost interest in him, considering him mentally _________ (3) from birth and thus unteachable. Eventually, the boy was taken care of by a young instructor Jean Marc Gaspard Itard. Itard named the boy Victor, but locally he was often referred to as ‘the wild boy of Aveyron.’ Itard believed that Victor’s _________ (4) resulted from severe social and emotional _________ (5) and that he would benefit from an enriched environment. He developed a systematic educational programme, whose main goals were to teach Victor to speak, to awaken his senses, to teach him ideas, and to interest him in social life. Despite all efforts, Victor never became ‘normal.’ Even though he did show some progress, language was beyond his grasp and all he ever actually learnt to say was ‘lait’ (milk) and ‘Oh Dieu’ (oh God). Discouraged, Itard gave up and the boy went on to live with Madame Guerin, the physician’s housekeeper, until 1828 when he died at the age of 40.

Itard regarded his work with Victor as a failure, yet his attempts at _________ (6) the boy laid the groundwork for the education of developmentally _________ (7)
individuals. In fact, over two centuries later, many of his methods of teaching are still applied in special education.

---- --------------- -------------------- -------------------
1. a) talk b) speech c) voice
2. a) mute b) uncommunicative c) quiet
3. a) retarded b) insecure c) unstable
4. a) neglect b) disease c) deficiency
5. a) dependence b) deprivation c) discrimination
6. a) restoring b) civilising c) rehabilitating
7. a) depraved b) delayed c) distressed
---- --------------- -------------------- -------------------

Exercise 6

a) Complete the table with the correct forms of the missing parts of speech.

------------- -------------
ADJECTIVE NOUN
defect
handicapped
impairment
delay
abnormal
disturbed
deformed
retardation
infirmed
disability
------------- -------------

b) Complete the sentences below with the words from the table. Sometimes there is more than one answer. Use the plural form if necessary.

1. In some societies in the ancient world, infants with congenital _____________ were legitimately killed.
2. Tommy is clearly demonstrating a developmental _____________, therefore he is eligible for special education services.
3. Even though his _____________ confined him to a wheelchair, Stephen Hawking was arguably the most famous and celebrated scientist of his time.
4. 7-year-old Hazel has severe dyslexia, which constitutes a _____________ as compared to other children in her class. Unless she develops a strategy to compensate for her reading difficulties (e.g. listening to audio books), she may fall behind even further.
5. Like most people with vision _____________ Robin has to rely on assistance and support to move around and function relatively independently in society.
6. Throughout much of history, mentally _____________ people were regarded as a menace to society and locked up in asylums and other institutions.

Exercise 7

Replace the inappropriate or offensive terms with ones accepted by people with impairments.

1. The other day I witnessed a scene on a bus where a woman using the wheelchair space for her baby in a pushchair refused to move to make way for an invalid.
2. Although many eating establishments are accessible for handicapped people, some restaurants still don’t recognise guide dogs for the blind.
3. In spite of discrimination, people who suffer from vision loss have a far better quality of life than they have ever had before.
4. Since he became a double amputee due to a nearly fatal accident, Rob has been dreaming of competing in the Olympics alongside normal athletes.
5. Tim has been afflicted with paraplegia due to a spinal injury. The world that he knew came crashing down, but he is slowly finding his way back to life.
6. Amy is a victim of Down syndrome and last year she started a local school where special ed children have their own classroom.
7. The woman couldn’t park in the disabled spot in a busy shopping centre because there was already a car there without the blue badge.
8. A wheelchair bound boy couldn’t see ‘The Theory of Everything,’ a biographical film about Stephen Hawking, in his local cinema due to the cinema’s lack of wheelchair accessible spaces.