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Learners Who Are Exceptional
CHAPTER 6 Learners Who Are Exceptional
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Learning Goals Describe the various types of disabilities and disorders. Explain the legal framework and technology advances for children with disabilities. Discuss what gifted means and characterize approaches to teaching children who are gifted.
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Learners Who Are Exceptional
Children with Disabilities Learning Disabilities Emotional and Behavior Disorders Attention Deficit Hyperactivity Disorder Autism Spectrum Disorders Mental Retardation Speech and Language Disorders Physical Disorders Sensory Disorders
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Disability vs. Handicap
A disability involves a limitation on a person’s functioning that restricts the individual’s abilities. A handicap is an impediment to the learning and functioning of a person who has a disability which is imposed on that person.
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Learning Disabilities
Children with Learning Disabilities Difficulty in learning No other diagnosed problem/disorder Outcomes Lifelong Poor academic records, high dropout rates, poor employment and postsecondary education records
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Reading, Writing, and Math Difficulties
Dyslexia Difficulty with phonological skills and comprehension Severe reading and spelling learning disability Dysgraphia Write slowly and illegibly Numerous spelling errors Dyscalculia Difficulty in math computation Often have cognitive and neuropsychological deficits
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Attention Deficit Hyperactivity Disorder
Children with ADHD Inattention Hyperactivity Impulsivity Intervention includes a combination of academic, behavioral, and medical interventions.
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Mental Retardation Low intelligence – IQ score < 70
Deficits in adaptive functioning Onset before age 18 CAUSES: Genetic factors Down syndrome Brain damage Infections Environmental hazards Fetal alcohol syndrome
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Classification of Mental Retardation
Intermittent Supports are provided as needed. Limited Supports are intense and relatively consistent over time. Extensive Supports are characterized by regular involvement in at least some setting and are not time limited. Pervasive Supports are constant, very intense, and are provided across settings.
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Physical Disorders Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems (i.e., cerebral palsy). Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions.
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Sensory Disorders VISUAL IMPAIRMENTS Low Vision
Acuity between 20/70 and 20/200 with corrective lens Educationally Blind Cannot use their vision in learning Must use hearing and touch to learn HEARING IMPAIRMENTS Oral Approaches Lip reading and speech reading (reliance on visual cues) Manual Approaches Sign language Finger spelling
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Speech and Language Disorders
Speech Disorders Articulation Pronouncing words incorrectly Voice Hoarse, harsh, too loud/soft, pitch Fluency Prolongation Spasmodic hesitation Repetition Language Disorders Difficulty phrasing questions Difficulty following oral directions Difficulty following conversations Difficulty understanding and using words correctly in sentences
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Autism Spectrum Disorders
Autistic Disorder Onset within first three years of life Deficiencies in social relationships Communication abnormalities Restricted, repetitive, and stereotyped behavior patterns Asperger Syndrome Relatively good verbal language; milder nonverbal language problems Restricted range of interests and relationships Engage in obsessive repetitive routines and preoccupations
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Emotional and Behavior Disorders
Serious, persistent problems that involve relationships, aggression, depression, and fears associated with school and personal matters.
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Aggressive, Out-of-Control Behavior
Have serious emotional disturbance Engage in aggressive, defiant, dangerous acts Incidence greater in boys than girls Occurs more in low SES students
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Depression Symptoms Incidence Feelings of worthlessness
Feelings of hopelessness Behaving lethargically for a prolonged period Poor appetite Sleep problems Incidence More likely in adolescence than childhood Higher incidence in girls
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Anxiety & Fear Anxiety involves a vague, highly unpleasant feeling of fear and apprehension. If intense and prolonged, it substantially impairs school performance Refer students to school counselor Behavioral therapies have been effective
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Learners Who Are Exceptional
Educational Issues Involving Children with Disabilities Legal Aspects Technology
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Individuals with Disabilities Act (IDEA)
IDEA 1997 Amendments: Positive behavioral support Functional behavioral assessment IDEA 1990: Evaluation and eligibility determination Appropriate education Individualized education plan (IEP) “Least restrictive environment” (LRE)
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Strategies for Working with Children with Disabilities
Follow student’s individualized education plan Participate in in-service education/training Use available support and seek additional support Become knowledgeable about the disabilities represented in your classroom Be cautious about labeling children with disabilities Remember all children benefit from some of the same teaching strategies Help children understand and accept children with a disability Keep up-to-date on available instructional and assistive technology for educating children with a disability
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Reflection & Observation
What experiences have you had with students with special needs? How were their needs met in schools and classrooms? This slide accompanies the video segment, Including Students With Special Needs, on the McGraw-Hill DVD Teaching Stories: A Video Collection for Educational Psychology.
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Learners Who Are Exceptional
Children Who Are Gifted Characteristics Educating Children Who Are Gifted Life Course of the Gifted
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Characteristics of Gifted Children
Children Who Are Gifted Are precocious March to their own drummer Have a passion for mastery (Winner, 1996)
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Educating Children Who Are Gifted
Special classes Acceleration and enrichment in the regular classroom setting Mentor and apprenticeship programs Work/study and/or community service programs
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Enter the Debate Should teachers use heterogeneous grouping with regard to ability in forming classroom learning groups? YES NO During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.
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Crack the Case Now What? What are the issues in this case?
Why do you suppose Ms. Inez makes light of parents’ perceptions of their children’s strengths? How should Ms. Inez approach the parents of the students she thinks might have ADHD? This case is on page 224 of the text.
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Crack the Case Now What? Is it appropriate for her to recommend testing of any of the children? Why or why not? Would it be appropriate for her to recommend a particular doctor for this testing? Why or why not? If Alex can already read and subtract, are there other skills he has likely mastered? If so, what might they be? How might this impact his experiences in kindergarten? How should Ms. Inez address this? This case is on page 224 of the text.
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