1. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 5: LEARNERS WITH EXCEPTIONALITIES

2. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.1 Intelligence Intelligence: The ability to acquire and use knowledge, solve problems and reason in the abstract, and adapt to new situations in the environment Is general knowledge, such as knowing the capital of Brazil considered to be an indicator of intelligence? Yes. For instance, questions very much like the one above, appear on intelligence tests.

3. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.2 Gardner’s Theory of Multiple Intelligences (slide 1 of 2) Dimension Linguistic Intelligence Logical- mathematical Intelligence Musical Intelligence Spatial Intelligence Description Sensitivity to the meaning and order of words and the ability to use language The ability to use long chains of reasoning, and work effectively with numbers and symbols Sensitivity to pitch, melody, and tone The ability to perceive and visualize the world accurately Example Poet Journalist Scientist Mathematician Composer Violinist Sculptor Navigator

4. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.2 Garder’s Theory of Multiple Intelligences (slide 2 of 2) Bodily- Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence The ability to use the body in coordinated movements and handle objects with dexterity An understanding of social interactions among people Insight into one’s own strengths and weaknesses. A clear understanding of self The ability to recognize similarities and differences in the physical world Dancer Athlete Therapist Salesperson Self-aware individual Biologist Anthropologist

5. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.3 Sternberg’s Dimensions of Intelligence Sternberg’s Dimensions of Intelligence AnalyticalSimilar to traditional definitions of intelligence. Used in thinking and problem solving Creative The ability to deal with novel situations and solve familiar problems efficiently. Intelligent individuals quickly move from conscious learning in unfamiliar situations to performing tasks automatically. PracticalThe ability to deal effectively with everyday tasks. Intelligent behavior involves adapting to the environment, changing the environment if adaptation isn’t effective, or selecting a better environment if necessary

6. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.4 Applying Analytic, Creative, and Practical Thinking in Math and Language Arts Math Analytic:Suppose we have the number 240.5966. What would the number be rounded to hundredths? To tenths? To whole numbers? Practical: Why is the ability to round off numbers important in our lives? Creative: Suppose we lived in a world where rounding off numbers was impossible. How would our lives be changed? Language Arts Analytical: Why is The Old Man and the Sea considered a classic? Practical:What lessons for life are often offered in what is considered to be great literature? Creative: Write a short story that is consistent with the theme of The Old Man and the Sea.

7. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.5 Types of Ability Grouping in Elementary Schools

8. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved 1.A learner labeled as a low achiever is likely to achieve: a) more than, b) about as much as, or c) less than a learner of comparable ability who is not labeled a low achiever. 2.Students in low ability groups tend to spend: a) more time, b) about the same amount of time, or c) less time in on-task behaviors than do students in high ability groups. 3.When teachers know a student is labeled a low achiever, they tend to provide: a) more academic support, b) about the same amount of academic support, or c) less academic support than students not labeled as a low-ability student. 4.Absenteeism in low ability groups is: a) lower, b) the same, or c) higher than absenteeism in high ability groups. PowerPoint 5..6 Ability Grouping, Behavior, and Achievement

9. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.7 Suggestions for Reducing the Negative Effects of Grouping

10. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.8 The Individuals With Disabilities Education Act (slide 1 of 2) T A Free and Appropriate Public Education: IDEA asserts that all students can learn and everyone is entitled to a free and appropriate public education. Least Restrictive Environment: IDEA requires that all students be educated in as typical an environment as possible that meets their learning needs. Protection Against Discrimination in Testing: IDEA requires that tests be given in students’ native languages by qualified personnel, and no single instrument will be used as the basis for placement.

11. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.8 The Individuals With Disabilities Education Act ( T slide 2 of 2) Due Process and Parents’ Rights: IDEA requires that parents have the right to be involved in placing their children in special programs, that they have access to school records, and that they can obtain an independent evaluation of their child. Individualized Education Program: IDEA requires that an individually prescribed instructional plan be devised for all students with exceptionalities.

12. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.9 Options for Implementing the LRE: An Application Our first student has a learning disability, and in the judgment of the student's individualized implementation plan team, he is able to work in the regular classroom environment with help from the regular classroom teacher. Our second student is mainstreamed for most of the day, and is pulled out for part of the day to receive specialized help with reading. The first student is at or near the top of the options for implementing LRE. Full mainstreaming would be the least restrictive environment. The second student would be at the third or fourth position down of the options for implementing the LRE; the exact location would be determined by the IEP team. Partial mainstreaming would be the least restrictive environment.

13. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.10 The Population of Students With Disabilities Percentages of the Population of Students With Disabilities* Learning Disabilities47 Communication Disorders19 Other disabilities, e.g., hearing14 or visual Mental Retardation10 Behavior Disorders 8 Multiple Disabilities 2 *Slightly fewer than 10 percent of the total school population receive special education services.

14. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.11 Characteristics of Students With Learning Problems (slide 1 of 2) Learning Disabilities ADHD Mental Retardation Behavior Disorders  Disorganized and distracted  Strong in one area, weak in another  Lacks reading and/or writing fluency  Can’t remember math facts  Hyperactive and inattentive  Impulsive and forgetful  Lack of general knowledge  Difficulty with abstractions  Immature  Impulsive and unable to interact with others  Acting out and failing to follow rules

15. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.11 Characteristics of Students With Learning Problems (slide 2 of 2) Bipolar Disorder Autism Communication Disorders Visual Disabilities Hearing Disabilities  Alternating between manic and depressive states  Behave in ways similar to ADHD  Communication and language deficits  Ritualistic and unusual behavior patterns  Problems forming and sequencing sounds  Problems expressing ideas in language  Holding book too close or far away  Tuning out information displayed on the board  Asking people to repeat  Misunderstanding and not following directions

16. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.12 Students With Learning Problems: An Application Jackie struggles with her classwork and seems immature for her age. She seems to know very little about the world, and she has a difficult time understanding concepts that aren’t concrete. She is a poor reader. TJ has trouble sitting still and often blurts out comments in class. He frequently forgets to bring his homework even when his teacher watches as he writes the assignment in his planner. Sonja is withdrawn, and rarely speaks in class. She is very timid and doesn’t seem to have any friends. Raul has a very difficult time with reading. He reverses words and often loses his place when he reads. Fortunately, he is a very good math student, however.

17. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.13 Feedback for Students With Learning Problems: An Application Jackie’s lack of knowledge about the world, her immaturity, poor reading ability, and inability to understand abstract concepts suggest mental retardation. TJ’s hyperactivity, impulsiveness, and forgetfulness are indicators of ADHD. Sonja’s social isolation, timid behavior, and isolation are indicators of an internalizing behavior disorder. Raul’s problems with reading, and the fact that he is a good math students suggests that he has a specific learning disability in reading.

18. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.14 Characteristics of the Gifted and Talented Characteristics of Students Who Are Gifted and Talented Ability to learn more quickly and independently than their peers Advanced language, reading, and vocabulary skills More highly developed learning and metacognitive strategies Higher motivation on challenging tasks and less on easy ones High personal standards of achievement

19. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Roles for Teachers in Inclusive Classrooms 1.Help identify students who may have exceptionalities 2.Modify instruction to meet individual students’ needs. 3.Encourage acceptance of all students in their classes. PowerPoint 5.15 The Teacher’s Role in Inclusive Classrooms

20. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.16 Modifying Instruction to Meet Learners’ Needs Modifying Instruction for Learners With Exceptionalities Carefully model solutions to problems and other assignments. Teach in small steps and provide detailed feedback on homework. Call on students with exceptionalities as equally as possible compared to other students in your classes. Provide outlines, hierarchies, charts, and other forms of organization for the content you’re teaching. Increase the amount of time available for tests and quizzes. Teach learning strategies.

21. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.17 Effective Instruction for Learners With Exceptionalities Effective Instruction for Learners With Exceptionalities Little evidence exists to indicate that learners with exceptionalities should be taught in ways that are fundamentally different from effective instruction for all students. It suggests that the strategies that work for students in general also work with students having exceptionalities. These strategies should simply be implemented more carefully and more thoroughly. “In general, the classroom management and instruction approaches that are effective with special students tend to be the same ones that are effective with other students” (Good & Brophy, 2008, p. 223).

22. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved 1. He is probably less intelligent than his typical peers. Traditional conceptions of intelligence include the ability to learn, the ability to solve problems, and the ability to think in the abstract. Gavin appears to be a bit behind his classmates in all three areas. 2. Gavin would be described as less intelligent in areas such as logical-mathematical intelligence, more intelligent in others, such as musical and interpersonal. We don't have information about Gavin's behavior or about other intelligences he might possess such as spatial or bodily kinesthetic. 3. Sternberg views the ability to effectively deal with new or novel situations as an indicator of intelligent behavior. Gavin has difficulty with these situations, so according to Sternberg's view, he would be considered less intelligent than his typical peers. PowerPoint 5.18 Feedback for Classroom Exercises (slide 1 of 5)

23. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.18 Feedback for Classroom Exercises (slide 2 of 5) 4. Teress's symptoms suggest an expressive communication disorder. Expressive (articulation) disorders involve forming and sequencing sounds. While there is no evidence that Teress is stuttering, she is mispronouncing sounds as in the case of “tank-you.” Receptive disorders involve using language to express ideas, and there is no direct evidence of this type of problem. 5. Teress indicates the following symptoms: 1) Seldom speaking even during play, 2) using few words or very short sentences, and 3) over- relying on gestures to communicate. There is anecdotal evidence that Teress seldom speaks to people other than her brother and mother. While there is no evidence about the use of gestures, Teress's strong dependence on the interpretive skills of her brother and mother and her one or two word answers, coupled with the evidence that her father doesn't understand some of her language, would suggest that testing is in order. A school specialist should be contacted.

24. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.18 Feedback for Classroom Exercises (slide 3 of 5) 6. Language disorders are more difficult to detect in non-native English speakers, because they are initially learning English, and their problems may indicate difficulty with the language instead of truly being a disorder. 7. No evidence of a specific learning disability exists. Specific learning disabilities are most commonly problems with learning to read, write, or do math when students are involved in formal schooling. We have no evidence of this in Teress's case. 8. No evidence of mental retardation exists. In fact, Teress's imagination as well as her work with the computer indicates above average intelligence.

25. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.18 Feedback for Classroom Exercises (slide 4 of 5) 9. Some of your actions would include: 1) Identifying the disorder and referring Teress to a specialist, 2) modeling acceptance of Teress for her classmates, 3) following through to be sure that actions are taken, and 4) providing opportunities for small-group interaction. 10. The components include the following: 1) assessment of a student's current level of performance, 2) long and short term objectives, 3) description of services or strategies, 4) schedule for implementing the plan, 5) criteria to be used in evaluating the plan's success. Although a re-evaluation date was made, there is no evidence that the specifics of how Teress's progress would be evaluated was discussed. Long term objectives seem to hinge on the evaluation at the end of the three-month therapy. All other components were present. 11. The LRE is being met. Teress receives therapy in a small group, but she attends regular preschool.

26. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 5.18 Feedback for Classroom Exercises (slide 5 of 5) 12. Sonja is least likely to be diagnosed as behaviorally disordered. Girls are less likely than boys to be diagnosed as behaviorally disordered. Since all the students are minorities, no indicators can be identified on that basis. 13. Franklin is most likely to be diagnosed as behaviorally disordered. Franklin comes from a low socioeconomic background and is a cultural minority. Research indicates minority students from low SES backgrounds tend to be labeled behaviorally disordered more often than other students.