1. Becoming a Teacher Ninth Edition
Forrest W. Parkay
Chapter 9
Addressing Learner’s Individual Needs
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc.
All Rights Reserved

2. Focus Questions How do students’ needs change as they develop?
How do students vary in intelligence?
How do students vary in ability and disability?
What are special education, mainstreaming, and inclusion?
How can you teach all learners in your inclusive classroom?
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

3. How do students’ needs change as they develop?
Development
predictable changes all humans undergo
Stages of Development
maturing and learning to perform tasks that are necessary may occur at different times
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

4. How do students’ needs change as they develop?
Piaget
Cognitive Development
Sensory
Preoperational
Concrete
Abstract
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

5. How do students’ needs change as they develop?
Erikson
Psychosocial
Psychosocial Crisis – crisis for the individual that is central to individual’s emotional and social growth
Kohlberg
Moral Development
Preconventional
Conventional
Postconventional
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

6. How do students’ needs change as they develop?
Criticisms of Kohlberg
Focus on moral reasoning instead of behavior
Looks at moral development from male perspective
Gilligan suggests moral reasoning for males addresses right of individual and female moral reasoning individual’s responsibility to other people
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

7. How do students’ needs change as they develop?
Kohlberg’s 3 conditions that can help children internalize moral principles
Exposure to next higher stage of reasoning
Exposure to situations at child’s current level that will lead to dissatisfaction
Exposure to an atmosphere of interchange and dialogue to compare conflicting views
Character Education
promotes the teaching of core values through curricula
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

8. How do students’ needs change as they develop?
Maslow
Hierarchy of Needs
People are motivated by basic need for survival and safety
Childhood Stresses
Adolescence Stresses
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

9. How do students vary in intelligence?
Ability to learn
Global capacity to act purposeful, rational and deal with the environment
Adaptive, learning ability, use of prior knowledge, reasoning processes, culture specific
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

10. How do students vary in intelligence?
Intelligence Testing
Identifying Students
Tests
Criticisms
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

11. How do students vary in intelligence?
Gardner
Multiple Intelligences
Learning Styles
approaches to learning that works best for the student
Combination of heredity and environmental influences
Learning with Style
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

12. How do students vary in ability and disability?
Students with Special Needs
Exceptional Learners – children who require special education services to reach their full potential
Disabilities – conditions and impairments
Example- Needing a wheelchair to move from one place to another
Handicaps – challenges and barriers
Example – High bank counters and buildings without ramps are handicaps by society that pose challenges to the individual
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13. How do students vary in ability and disability?
Learning Disability
not related to intelligence
difficulties with academic areas/skills
Attention Deficit Hyperactivity Disorder (ADHD)
one of the most commonly diagnosed
Attention Deficit Disorder (ADD)
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

14. How do students vary in ability and disability?
Behavior Characteristics of Learning Disabilities
Discrepancy between potential and achievement
Inability to problem solve
Delay in academic achievement
Lack of engagement with learning tasks
Poor language and cognitive development
Lack of basic reading skills and attention
Impulsivity
Poor motor coordination and motivation
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

15. How do students vary in ability and disability?
Gifted and Talented
Have demonstrated the following:
High attainment of intellectual ability
Academic Achievement
Creativity
Visual or Performing Arts Skills
May challenge the school system
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

16. How do students vary in ability and disability?
Gifted and Talented Criteria
Precocity
Perceptual sensitivity
Persistent concentration
Superior memory
Efficient coordination
Curtailed learning and reasoning
Flexible thinking
Metacognitive awareness
Speedy processing
Philosophical thinking
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

17. How do students vary in ability and disability?
Programs for Gifted and Talented
Acceleration
Elementary – early entrance, grade skipping, non-graded classes, curriculum compacting
Junior High – grade skipping and telescoping, enrollment in high school or college, subject concentration and curriculum compacting
Senior High – college enrollment, subject acceleration, advanced placement, mentorships, credit by exam, early college admission
Self-Directed or Independent Study
Individual Education Programs
Alternative or Magnet Schools
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

18. What are special education, mainstreaming, and inclusion?
specially designed instruction that meet the needs of an exceptional student
Examples – teachers who are trained in specific methods and materials to teach students with disabilities such as highly structured classes, and hearing, visual and physical impairments
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

19. What are special education, mainstreaming, and inclusion?
integrating all students with disabilities into general education classes with support
Mainstreaming
including all children in the classroom, variances in the amount of services a school must provide to the student with in the general education classroom
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

20. What are special education, mainstreaming, and inclusion?
Special Education Laws
Educational of All Handicapped Children Act (Public Law ) – Guaranteed all children with disabilities a free and appropriate public education
Students ages 3–18 granted to due process in regard to identification, placement, and services received
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

21. What are special education, mainstreaming, and inclusion?
Individuals with Disabilities Education Act (IDEA)
extended provisions of PL to 3– 21 year old students
Amendments to the Individuals with Disabilities Education Act (IDEA 97)
emphasized educational outcomes
modified requirements
IEP guidelines
Public and private placement
Student discipline guidelines
Procedural safeguards
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

22. What are special education, mainstreaming, and inclusion?
Least Restrictive Environment a student must be mainstreamed into a general education classroom whenever possible and the child will benefit
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

23. What are special education, mainstreaming, and inclusion?
Individualized Education Plan (IEP)
written plan that describes child’s needs, goals, and methods for achieving goals, quality of services provided
Must be reviewed by
Parent or guardian
Child
Teacher
Professional
Others such as Principal or Special Education Resource Person
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

24. What are special education, mainstreaming, and inclusion?
IDEA 97 ensures
Related Services
Confidentiality
Due Process
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

25. What are special education, mainstreaming, and inclusion?
To educate exceptional learners the teacher must be ready to:
Accommodate individual needs
Evaluate abilities and disabilities
Refer for evaluation as appropriate
Participate in conferences, writing IEP’s, due process hearings
Communicate with parents
Collaborate
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

26. What are special education, mainstreaming, and inclusion?
The Debate Over Inclusion
Inclusion
integrating all students with disabilities into general education classes with support
Full Inclusion
Placing all students in general educations regardless of disability and bring services to the student
Assistive Technology
technology and software that can assist student success
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

27. What are special education, mainstreaming, and inclusion?
Equal Opportunity for Exceptional Learners
The most important characteristic of exceptional students are their abilities, not their disabilities
Labeling is a necessity of laws and can help students who may be overlooked receive education
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

28. How can you teach all learners in your inclusive classroom?
Creating a truly inclusive classroom
Collaboration
Partnerships with Parents
Assistive Technology
Becoming At Teacher, 9e, Forrest W. Parkay
ISBN:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved