1. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All rights reserved. Chapter 9 Addressing Learner ’ s Individual Needs

2. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 2 Opening Vignette How can you help a student stay motivated when they are met with obstacles? What changes are you willing to make to help any student succeed?

3. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 3 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?

4. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 4 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

5. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 5 How do students ’ needs change as they develop? Piaget – Four Cognitive Development Stages Sensory Preoperational Concrete Abstract

6. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 6 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 8 stages Starts in infancy

7. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 7 Kohlberg – Moral Development 2 stages within each level Preconventional Conventional Postconventional

8. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 8 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

9. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 9 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

10. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 10 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

11. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 11 How do students vary in intelligence? 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

12. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 12 How do students vary in intelligence? Intelligence Testing Identifying Students Tests Criticisms

13. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 13 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

14. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 14 How do students vary in ability and disability? 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

15. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 15 How do students vary in ability and disability? Learning Disability Attention Deficit Hyperactivity Disorder (ADHD) Attention Deficit Disorder (ADD)

16. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 16 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

17. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 17 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

18. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 18 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

19. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 19 How do students vary in ability and disability? Programs for Gifted and Talented Acceleration Elementary – 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

20. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 20 What are special education, mainstreaming, and inclusion? Special Education – 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

21. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 21 What are special education, mainstreaming, and inclusion? 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

22. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 22 What are special education, mainstreaming, and inclusion? Special Education Laws Educational of All Handicapped Children Act (Public Law 94-142) – 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

23. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 23 What are special education, mainstreaming, and inclusion? Individuals with Disabilities Education Act (IDEA) – extended provisions of PL 94-142 to 3–21 year old students

24. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 24 What are special education, mainstreaming, and inclusion? 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

25. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 25 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

26. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 26 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

27. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 27 What are special education, mainstreaming, and inclusion? IDEA 97 ensures Related Services Confidentiality Due Process

28. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 28 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 as appropriate Participate in conferences, writing IEP ’ s, due process hearings Communicate with parents Collaborate

29. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 29 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

30. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 30 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

31. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 31 How can you teach all learners in your inclusive classroom? Creating a truly inclusive classroom Collaboration Partnership with Parent Assistive Technology

32. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 32 Chapter Review Questions Describe each psychologists ’ theory of development: Piaget, Erikson, Kohlberg, Maslow. What is a criticism of intelligence testing? Who are exceptional learners?

33. Becoming a Teacher, 8e Parkay/Stanford © 2010 Pearson Education, Inc. All Rights Reserved. 33 Chapter Review Questions Compare and contrast the three special education laws. What is an IEP and how can it help a teacher teach a exceptional student?