1. Learning Differences and Learning Needs Chapter 4

2. Pros and Cons Issues Regarding SPED Language and Labeling: –Pros: Diagnosis Treatment –Cons: Labeling Theory of MI Placement and exit –Person first language: In order to avoid labeling…a student with… Disabilities and Handicaps –Disability  inability to do something specific –Handicap  disadvantage in certain situations Funding $14,000 per kid with disabilities $ 6,000 per kid in “inclusive” settings

3. Intelligence: Abilities to acquire and use for problem solving and adapting to the world Gardners’ MI: 1. Logical- Mathematical 2. Linguistic 3. Musical 4. Spatial 5. Bodily- Kinesthetic 5. Interpersonal 6. Intrapersonal 7. Naturalist Uses: Cultivation of abilities Approach to teaching Personalization Misuses: All subjects = all intelligences Random applications Grading on intelligence Mixing intelligence With other qualities Sternberger Triarchic Theory Of Intelligence: 1.Analytic ability to think abstractly 1.Creative ability to create new ideas *insight *automaticity 3.Practical ability to adapt to a changing world Aspects of intelligence

4. General Intelligence  Carroll (1996) Fluid  changesas result of brain development (genetic)  mental efficiency (general, Piagetan, and speed reasoning) Crystallized  application of culturally approved problem solving (language development, comprehension, oral fluency, and writing) General Memory  (memory span, associative memory, visual memory Broad Visual Perception  (visualization, speed, spatial relations) Broad Auditory Perception  (relationship between hearing and speech and musical discrimination) Broad Retrieval Capacity  originality & creativity Broad Cognitive Speedness  rate in test taking & numerical facility Processing speed  decision speed (reaction time & mental comparisons)

5. Binet IQ=Mental Age X 100 Chronological Age 12 yrs old 10 12X12 = 144 = 1.20X 100 = 120 10X12 120 Group vs. Individual Tests: Differences in scores Estimates of what the child has learned Hi correlation./. Intelligence and Achievement Intelligence: Heredity or Environment? A score that compares the S’s performance in the test with the performance of other SS’s in the same age level

6. You are a 20 year old student who took an IQ test. The test showed that your IQ age was of a 30 year old. What is your IQ?

7. Emotional Intelligence (EQ) Daniel Goleman (1995) Ability to process and use emotional information accurately and efficiently Four broad abilities: –Perceiving (awareness)  recognition of feelings and emotions of oneself and others –Integrating  making the emotions part of your daily behavioral routine  how to act under stress –Understanding  how do you communicate your feelings – recognize when you are depressed, angry, etc. –Managing  going with the positive emotions and counteracting the negative ones!. Managing emotions can be taught in schools by teachers and counselors EMOTIONSEMOTIONS Flynn Effect Males vs. females

8. Cognitive and Learning Styles Learning Preferences = characteristics and approaches to learning and studying –Cognitive ability  hi/lo spatial ability –Cognitive style Visualizer/verbalizer Preferences = preferred ways of studying –Visual or auditorily Best way to find out = obseving or asking students What is your preferred way of studying????

9. Three Intellectual Styles (Zang & Sternberger, 2005) Do you work best on tasks that are more structured or more free flowing? Do you prefer problems that can be solved with simple straightforward thinking or do you prefer complex thinking? Do you like tasks where authorities and experts have found many answers or you prefer to work on your own autonomous answers? Dimensions: 1.From free-flowing to structured (3 dimensions) 2.From complex to simple (3 dimensions) 3.From unconventional to traditional (3 dimensions) 4.From being autonomous to relying on authority (3 dimensions)

10. Changes in the Law: Integration and Inclusion 1975  PL94-142 Education for All Handicapped Children Law  free and appropriate education (3-21 yrs. old) 1986  PL99-457 Regular Education Initiative  beginning of the inclusionary movement 1990  Ammending PL94-142 Individuals With Disabilities Education Act (handicapped with disabled) 1990  Americans with Disabilities Act  employment of individuals with disabilities 2004 Individuals with Disabilities Improvement Act “zero reject”

11. As results of these legislations enactments the following procedures were put in place: –Least restrictive placement  mainstreaming -->inclusion –IEP Present level of functioning Short and long term goals Specific Services (including participation in regular classes) Assessment Schedule Transitional services –Rights of Students and Families Confidentiality IEP meeting in family’s language –LRE –Section 504  barriers and discrimination of people with disabilities Hospitals Centers Self contained Resource rooms Regular classes

12. Prevalent Problems and Mild Disabilities  Federal funding LDCDMRBD Problem with acquisition and use of language  reading, writing, math & reasoning Minimal brain dysfunction Poor reading habits Word recognition errors Comprehension errors Learned Helplessnes Speech Disorders Inability to produce sounds effectively speaking Articulation Disorders Voicing Problems Language Disorders Inability to understand or express themselves Significantly below average intellectual and adaptive social behavior before 18 Intermittent “as needs basis support” Limited “consistent support” (time limits) Extensive “consistent support” (no time limits) Pervasive “hi intensive” (across life support) There are 9 dimensions: Conduct Disorder Anxiety- withdrawal Attentional problems- immaturity Motor excess Socialized aggression Psychotic disorder Tics Drug abuse /Eating disorders

13. How to Teach These Children Students with learning disabilities –Word identification analysis –Seeking part of the work that the student knows –Attempting different vowel pronunciation –Peeling off prefixes and suffixes Students with communication disorders –Speech therapist and/or speech pathologist Students with mental retardation: –Determine readiness –Base objectives on assessment results –State objectives and present tasks clearly and simply – Work on practical skills  target behaviors –Do not skip steps –Repeat same idea in different ways  go back to first level  overlearning –Materials adequate for age level –Pay close attention to social relationships

14. Students with Low Incidence Handicaps  Federal Funding Health Impairments Deaf and Hard of Hearing Low Vision and Blindness ADHD Cerebral Palsy And Multiple Disabilities Motor difficulties & Brain damage Seizure Disorders: Generalized Absence Temporal lobe Deaf Needs to learn sign language or and lip reading (Gallaudet College) Hard of Hearing Use of hearing aids Educationally Blind Need to learn how to use Braille Low Vision Vision limited to close objects Use of glasses Disruptive behavior disorder marked by overactivity, poor attention and/or impulsiveness Teaching (SMART): Separating the problem Mapping impact Attending to exceptions Reclaiming strengths Telling and celebrating Medication: Amphetamine and Anxiety-relieving medication

15. Gifted and Talented Who are these students (IQ >140)? –A very bright creative and talented student –Original work –Extremely advanced for their age –Their differences can be seen since early childhood –These students had lower rates of delinquency and were more adept in coping with life (with exceptions) –Origin of these gifts: Heredity Environment Identification and treatment –Rapid learning (memory) –Common sense –Practical knowledge –Know more than others –Large vocabulary –Good observer –Recognizes relationships –Persistent/motivated –Creative Teaching –Acceleration –Enrichment –Sophistication –Novelty Autism Spectrum Disorders  developmental disability affecting verbal and non-verbal communication and social interaction  evident before age of 3 Levels…Asperger Syndrome