Ilerna Vocabulario Inglés Integración social 25/26

Inclusion (Inclusión). The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi-mum extent appropriate. Preconceived opinion that is not based on reason or actual experience. The practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and Backgrounds.

Diversity (Diversidad). An educational approach that values diversity and includes the perspectives of a variety of cultural groups. The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. The ability to understand and share the feelings of another.

Equity (Equidad). Ensuring fair treatment, opportunities, and advancement for all students while striving to identify and eliminate barriers that have prevented the full participation of some groups. Adjustments or modifications provided to enable students with disabilities to participate fully in school activities. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions.

Accessibility (Accesibilidad). The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability. The design of products, devices, services, or environments for people with disabilities. The ability to understand, communicate with, and effectively interact with people across cultures. An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures.

Accommodations (Adaptacciones). Adjustments or modifications provided to enable students with disabilities to participate fully in school activities. Tailoring instruction to meet individual students Needs. An educational approach that values diversity and includes the perspectives of a variety of cultural groups. Everyday verbal, no nverbal, and environmental slights, snubs, or insults that communicate hostile or negative messages to individuals based on their marginalized group membership.

Universal Design for Learning (UDL) (Diseño Universal para el Aprendizaje DUA). Ensuring fair treatment, opportunities, and advancement for all students while striving to identify and eliminate barriers that have prevented the full participation of some groups. An educational approach that values diversity and includes the perspectives of a variety of cultural groups. Teaching designed to challenge prejudices and promote diversity and inclusion. An educational framework that accommodates all learning styles by providing multiple means of representation, engagement, and expression.

Least Restrictive Environment (LRE) (Entorno menos restrictivo LRE). The process by which individuals from different groups interact and form relationships in a community or school setting. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures. The concept that neurological differences, such as autism and ADHD, are to be recognized and respected as any other human variation.

Social Integration (Integración social). The process by which individuals from different groups interact and form relationships in a community or school setting. Ensuring fair treatment, opportunities, and advancement for all students while striving to identify and eliminate barriers that have prevented the full participation of some groups. The practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions.

Cultural Competence (Competencia Cultural). An educational framework that accommodates all learning styles by providing multiple means of representation, engagement, and expression. The ability to understand, communicate with, and effectively interact with people across cultures. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. An educational approach that values diversity and includes the perspectives of a variety of cultural groups.

Differentiated Instruction (Instrucción Diferenciada). The design of products, devices, services, or environments for people with disabilities. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. Activities or practices that create a sense of belonging and connection among group member. Tailoring instruction to meet individual students’ Needs.

Empathy (Empatía). The ability to understand and share the feelings of another. The ability to understand, communicate with, and effectively interact with people across cultures. The process by which individuals from different groups interact and form relationships in a community or school setting. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions.

Social-Emotional Learning (SEL) (Aprendizaje socioemocional). The ability to understand, communicate with, and effectively interact with people across cultures. The practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions.

Bias (Sesgo). Preconceived opinion that is not based on reason or actual experience. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.

Prejudice (Prejuicio). Preconceived opinion that is not based on reason or actual experience. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. The ability to understand and share the feelings of another. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.

Discrimination (Discriminación). Preconceived opinion that is not based on reason or actual experience. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. Adjustments or modifications provided to enable students with disabilities to participate fully in school activities. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.

Multicultural Education (Educación Multicultural). The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. Multicultural Education: An educational approach that values diversity and includes the perspectives of a variety of cultural groups. An educational framework that accommodates all learning styles by providing multiple means of representation, engagement, and expression. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions.

Restorative Practices (Prácticas Restaurativas). Adjustments or modifications provided to enable students with disabilities to participate fully in school activities. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. Ensuring fair treatment, opportunities, and advancement for all students while striving to identify and eliminate barriers that have prevented the full participation of some groups. An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures.

Inclusive Pedagogy (Pedagogía Inclusiva). Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and Backgrounds. Activities or practices that create a sense of belonging and connection among group members. An educational framework that accommodates all learning styles by providing multiple means of representation, engagement, and expression. An educational approach that values diversity and includes the perspectives of a variety of cultural groups.

Anti-Bias Education (Educación anti-prejuicios). Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and Backgrounds. An educational framework that accommodates all learning styles by providing multiple means of representation, engagement, and expression. he process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions. Teaching designed to challenge prejudices and promote diversity and inclusion.

Intercultural Communication (Comunicación Intercultural). The concept that neurological differences, such as autism and ADHD, are to be recognized and respected as any other human variation. The process through which children acquire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions. The process by which people from different cultural backgrounds exchange information and understand each other. The process by which individuals from different groups interact and form relationships in a community or school setting.

Identity (Identidad). The ability to understand, communicate with, and effectively interact with people across cultures. The qualities, beliefs, personality, looks, and expressions that make a person or group. The practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. The ability to understand and share the feelings of another.

Microaggressions (Microagresiones). The process by which individuals from different groups interact and form relationships in a community or school setting. Everyday verbal, nonverbal, and environmental slights, snubs, or insults that communicate hostile or negative messages to individuals based on their marginalized group membership. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Neurodiversity (Neurodiversidad). The concept that neurological differences, such as autism and ADHD, are to be recognized and respected as any other human variation. Teaching designed to challenge prejudices and promote diversity and inclusion. An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate.

Community Building (Construción de la Comunidad). Ensuring fair treatment, opportunities, and advancement for all students while striving to identify and eliminate barriers that have prevented the full participation of some groups. The process by which individuals from different groups interact and form relationships in a community or school setting. The qualities, beliefs, personality, looks, and expressions that make a person or group. Activities or practices that create a sense of belonging and connection among group members.

Peer Support (Apoyo entre pares). Assistance provided by peers, which can be formal or informal, to help students with diverse needs succeed socially and academically. Tailoring instruction to meet individual students’ Needs. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maximum extent appropriate. The ability to understand and share the feelings of another.