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Copyright © 2004 by Allyn and Bacon Overview Language & Labels Intelligence Ability Differences and Teaching Cognitive and Learning Styles Changes in the Law: Integration, Mainstreaming, and Inclusion Prevalent Problems and Mild Disabilities Less Prevalent Problems and More Severe Disabilities

Copyright © 2004 by Allyn and Bacon Concept Map for Chapter 4 Ability Differences and Teaching The Law: Integration, Mainstreaming, & Inclusion Less Prevalent Problems, More Severe Disabilities Learner Differences Cognitive and Learning Styles Intelligence Creativity, Giftedness, & Talent Prevalent Problems, Mild Disabilities Language and Labels

Copyright © 2004 by Allyn and Bacon Labeling Exceptional Students Cautions: – Treatments unpredictable – Self-fulfilling prophecy – Stigma – Labels mistaken for explanations Benefits: – Can Protect a Child – Eligible for: Special services Information Equipment Funding

Copyright © 2004 by Allyn and Bacon Important Distinction! Disability – Inability Handicap – Situational disadvantage

Copyright © 2004 by Allyn and Bacon Individual Differences in Intelligence Capacity to learn Total knowledge acquired Ability to adapt to the environment

Copyright © 2004 by Allyn and Bacon What Does Intelligence Mean?—One Ability or Many Spearman: g (general) Carroll: “g” with 70 specific abilities Catell & Horn: Crystallized and fluid intelligence Thurstone: 7 major mental abilities Gardner: Multiple intelligences (8) Sternberg: Triarchic (3)

Copyright © 2004 by Allyn and Bacon Gardner’s Eight Intelligences Logical-mathematical Linguistic Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist See Figure 4.1, Woolfolk, p. 110

Copyright © 2004 by Allyn and Bacon Intelligence as a Process Sternberg’s Triarchic Theory Components – Analytic/componential – Creative/experiential – Practical/contextual See Figure 4.3, Woolfolk p. 112

Copyright © 2004 by Allyn and Bacon How is Intelligence Measured? Binet & Simon: children’s mental age – IQ = Mental Age x 100 ____________________________________________ Chronological Age Group vs. individual IQ tests

Copyright © 2004 by Allyn and Bacon What Does an IQ Score Mean? Average score is % of people score over % of people score under % of people score between 85–115 IQ scores predict achievement well IQ and real life? Heredity or environment? See Guidelines on p.114 of Woolfolk

Copyright © 2004 by Allyn and Bacon Reflection Question Sarita Valdez’s score on a group IQ test is 86. Brandon Smith’s score on an individual IQ test is 112. How should these scores be interpreted? What factors may have contributed to the difference in the two scores?

Copyright © 2004 by Allyn and Bacon Ability Differences and Teaching Between group Within group Purpose of grouping Effects of grouping See Guidelines: Woolfolk p. 119

Copyright © 2004 by Allyn and Bacon Cognitive and Learning Styles Cognitive styles: Information processing – Field dependent/independent – Impulsive/reflective Learning styles: Learning & studying – Deep- & Surface-Processing – Learning Preferences: environment Learning styles and preferences

Copyright © 2004 by Allyn and Bacon Changes in the Law: Integration, Mainstreaming, & Inclusion Education for All Handicapped Children Act Regular Education Initiative Individuals with Disabilities Education Act Americans with Disabilities Act

Copyright © 2004 by Allyn and Bacon Changes in the Law Least Restrictive Placement – Mainstreaming – Full inclusion Individualized Education Program Families Rights

Copyright © 2004 by Allyn and Bacon Learning Disabilities Struggles with learning NOT mentally retarded, emotionally disturbed, deprived, impaired, or brain damaged Varied symptoms Most have difficulty reading, See Table 4.5, p. 126 Learned helplessness

Copyright © 2004 by Allyn and Bacon Teaching Students with LD Emphasize study skills Teach subject-specific learning strategies Work with the Special Ed teacher See Tables 4.4 & 4.5, Woolfolk pp. 124 & 126

Copyright © 2004 by Allyn and Bacon Communication Disorders Speech Impairments – Articulation disorder – Stuttering – Voicing problems Language Disorders – Differences versus disorders – Seldom speak – Rely on gestures

Copyright © 2004 by Allyn and Bacon Mentally Retarded Substantial limitations in mental function – Intermittent – Limited – Extensive – Profound Basic skills: – Social, academic, vocational, domestic Transition programming See Table 4.7, Woolfolk, p. 129, and Guidelines, p. 130

Copyright © 2004 by Allyn and Bacon Emotional or Behavioral Disorders Conduct disorders Anxiety-withdrawal disorders Attentional problems / immaturity Motor excess Socialized aggression Psychotic behavior See Guidelines, Woolfolk, p. 132

Copyright © 2004 by Allyn and Bacon Less Prevalent, More Severe Disorders Health Impairments – Students with orthopedic devices – Cerebral palsy – Seizure disorders Deaf & hard of hearing Low vision and blindness

Copyright © 2004 by Allyn and Bacon l Authentic assessment: How will you ACT? – Awareness – What should you know about this student? – Classroom changes – What changes are necessary to accommodate the student? – Teaching strategies – How should you teach this student? Choose scenarios from the next 6 slides Exceptional Student Scenarios

Copyright © 2004 by Allyn and Bacon Hannah: 1st Grade Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry Autistic?

Copyright © 2004 by Allyn and Bacon Brandon: 6th Grade Birth defects One lung One kidney: dialysis, pads One leg: prosthesis, crutches Resource room Inconsistent grades Lethargic but class clown

Copyright © 2004 by Allyn and Bacon Pablo: Junior High Very bright Inconsistent performances on work after board or overhead presentations Very athletic: uses lots of strategies Homework & seatwork usually 100%

Copyright © 2004 by Allyn and Bacon Diona: Junior High Emotionally disturbed Sexual abuse victim Severe mood swings Occasional outbursts in class Currently in therapy with professional counselor Average ability student

Copyright © 2004 by Allyn and Bacon Rhonie: High School Epileptic Generalized seizures Frequency : 2–3 weeks Above average student

Copyright © 2004 by Allyn and Bacon Jim: Secondary 15 years old in 7th grade ADHD Behavioral disorder Aggressive Currently taking Ritalin Victim of abuse “Bad attitude” Poor grades

Copyright © 2004 by Allyn and Bacon Summary Language & Labels Intelligence Ability Differences and Teaching Cognitive and Learning Styles Changes in the Law: Integration, Mainstreaming, and Inclusion Prevalent Problems and Mild Disabilities Less Prevalent Problems and More Severe Disabilities

Copyright © 2004 by Allyn and Bacon Section 504 Vocational Rehabilitation Act 1973 prevents discrimination against people with disabilities in any program receiving federal funds See Table 4.9, p.137 for Examples of Accommodations Under Section 504

Copyright © 2004 by Allyn and Bacon Hyperactivity & Attention Disorders See Table 4.10, p.138 for Indicators of ADHD Term used too often & too widely Short attention span Impulsive Excessive restlessness Drug therapy for ADHD – Side effects – Academics often don’t improve Teach learning & memory strategies

Copyright © 2004 by Allyn and Bacon Review Questions What are the advantages of and problems with labels? What is a person-first language? Distinguish between a disability and a handicap. What is “g”? What is Gardner’s view of intelligence and his position on “g”?

Copyright © 2004 by Allyn and Bacon Review Questions What are the elements in Sternberg’s theory of intelligence? How is intelligence measured and what does an IQ score mean? What are the problems with between-class ability grouping? What are the alternatives available for grouping in classes?

Copyright © 2004 by Allyn and Bacon Review Questions What is a learning disability? What is ADHD and how is it handled in school? What are the most common communication disorders? How can schools accommodate the needs of physically disabled students? How would you handle a seizure in your class? What are some signs of hearing and visual impairment?

Copyright © 2004 by Allyn and Bacon Gifted & Talented Students Poorly served by most public schools Up to 50% are underachieving Their own set of problems Often not recognized in class by teachers

Copyright © 2004 by Allyn and Bacon Gifted & Talented Students Fast learners—retain information easily Common and practical knowledge Easily retain what they have heard Know many things other children don’t Strong vocabulary

Copyright © 2004 by Allyn and Bacon Gifted & Talented Students Recognize relationships & comprehend meanings Alert and keenly observant Persistent and highly motivated on some tasks High level of creativity—original thinking

Copyright © 2004 by Allyn and Bacon Giftedness and Formal Testing Individual IQ tests are best, but expensive Group tests underestimate abilities in gifted Case study approach recommended Include creativity tests Minorities are often under-represented in gifted programs

Copyright © 2004 by Allyn and Bacon Teaching Gifted Students Acceleration Enrichment Encourage high level & abstract thinking Outside resource people for: – Independent study – Mentoring programs – Summer programs See Table 4.11, p.144

Copyright © 2004 by Allyn and Bacon Review Questions What are the characteristics of gifted students? Is acceleration a useful approach with gifted students? Distinguish between cognitive style and learning preference. What are the advantages and disadvantages of matching teaching to individual learning styles? Describe the main legal requirements that pertain to students with disabilities.