By Jen Miller, Crystal Dunnermann, and Jamie Potts
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- Slide 1
- By Jen Miller, Crystal Dunnermann, and Jamie Potts
- Slide 2
- 3 Themed of Intelligence The capacity to Learn Total Knowledge
a person a person has acquired The ability to adapt to successfully
to new situations and to the environment in general The capacity to
Learn Total Knowledge a person a person has acquired The ability to
adapt to successfully to new situations and to the environment in
general
- Slide 3
- Definitions General Intelligence- used to perform any mental
test Fluid Intelligence -mental efficiency and reasoning. May be
related to changes in brain volume, density of dopamine receptors,
or processing abilities in the prefrontal lobe of the brain such
selective attention and working memory. General Intelligence- used
to perform any mental test Fluid Intelligence -mental efficiency
and reasoning. May be related to changes in brain volume, density
of dopamine receptors, or processing abilities in the prefrontal
lobe of the brain such selective attention and working memory.
Crystallized Intelligence- ability to apply the problem solving
methods appropriate In your cultural context.
- Slide 4
- Multiple Intelligences Gardners Theory Linguistic (Verbal)
Musical Spatial Logical- mathematical Bodily-kinesthetic (movement)
Interpersonal (understanding other) Intrapersonal (understanding
self) Naturalist (watching and understanding) Natural and Human
(made patterns and systems) Linguistic (Verbal) Musical Spatial
Logical- mathematical Bodily-kinesthetic (movement) Interpersonal
(understanding other) Intrapersonal (understanding self) Naturalist
(watching and understanding) Natural and Human (made patterns and
systems)
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- Logical mathematical Usually a scientist or mathematician Good
at numerical patterns Has ability to handle long chains of
reasoning Usually a scientist or mathematician Good at numerical
patterns Has ability to handle long chains of reasoning
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- Linguistic Usually a poet or a journalist Great with sounds,
rhythms and meanings of words Sensitivity to the different
functions of language Usually a poet or a journalist Great with
sounds, rhythms and meanings of words Sensitivity to the different
functions of language
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- Musical Composer or Violinists Easy for them to create rhythm,
pitch Appreciates expressions though music Composer or Violinists
Easy for them to create rhythm, pitch Appreciates expressions
though music
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- Spatial Navigator or Violinists They have more of an out of the
box type of thinking Able to perform transformations on ones
initial perceptions Navigator or Violinists They have more of an
out of the box type of thinking Able to perform transformations on
ones initial perceptions
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- Bodily-kinesthetic Dancer or Athlete Able to control body
movements Handle objects skillfully Dancer or Athlete Able to
control body movements Handle objects skillfully
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- Interpersonal Therapist or Salesmen Comes easy to them to
respond appropriately to moods, temperament, motivations and
desires of others Therapist or Salesmen Comes easy to them to
respond appropriately to moods, temperament, motivations and
desires of others
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- Intrapersonal Person with detailed, accurate self-knowledge
Able to figure out their own feelings, motivations and goals. They
seek understanding and learn best indendently Person with detailed,
accurate self-knowledge Able to figure out their own feelings,
motivations and goals. They seek understanding and learn best
indendently
- Slide 12
- Naturalist Farmer or Hunter Have a sensitivity to nature Gifted
in nurturing and growing thing as well as caring and interacting
with animals Farmer or Hunter Have a sensitivity to nature Gifted
in nurturing and growing thing as well as caring and interacting
with animals
- Slide 13
- Sex Differences in Intelligence Most studies find little
differences between boys and girls in overall mental and motor
development from infancy through the preschool years. School years
and on, there are no differences in general intelligence in the
standard measures. But, by the end of grade school, females perform
better on assessments of verbal abilities when assignments are on
writing and topics that females are familiar with. Males, on the
other hand, excel and are better at visual measures. Most studies
find little differences between boys and girls in overall mental
and motor development from infancy through the preschool years.
School years and on, there are no differences in general
intelligence in the standard measures. But, by the end of grade
school, females perform better on assessments of verbal abilities
when assignments are on writing and topics that females are
familiar with. Males, on the other hand, excel and are better at
visual measures.
- Slide 14
- Learning and Thinking Styles Learning Styles- Characteristic
approaches to learning and studying Thinking Styles The preferred
thinking approach Learners use such as being inquisitive,
analytical, visual, spatial, or problem solvers. Learning Styles-
Characteristic approaches to learning and studying Thinking Styles
The preferred thinking approach Learners use such as being
inquisitive, analytical, visual, spatial, or problem solvers.
- Slide 15
- 3 Types of Learners 1. Cognitive Ability High special ability
creating, remembering, and manipulating images comes very easily.
2. Cognitive Style Visualize- Uses images and visual info. to think
Verbalize-words and verbal info. are used to think 3. Cognitive
Style Visual learner-prefers pictures Verbal learner- prefers using
words 1. Cognitive Ability High special ability creating,
remembering, and manipulating images comes very easily. 2.
Cognitive Style Visualize- Uses images and visual info. to think
Verbalize-words and verbal info. are used to think 3. Cognitive
Style Visual learner-prefers pictures Verbal learner- prefers using
words
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- Individual Differences and The Law IDEA: Individuals with
Disabilities Education Act Latest amendment of the PL 94-142;
guarantees a free public education to ALL children regardless of
disability. Requires states to provide a free, appropriate public
educations (FAPE) FAPE- Public funding to support appropriate
educations programs for ALL students, No matter what their needs.
IDEA: Individuals with Disabilities Education Act Latest amendment
of the PL 94-142; guarantees a free public education to ALL
children regardless of disability. Requires states to provide a
free, appropriate public educations (FAPE) FAPE- Public funding to
support appropriate educations programs for ALL students, No matter
what their needs.
- Slide 17
- Disabilities in IDEA Specific Learning disabilities
Speech/language impairments Intellectual disabilities(mental
retardation) Emotional disturbances Other health impairments (not
orthopedic) Multiple disabilities Autism spectrum disorders
Orthopedic impairments Hearing impairments Developmental delay
Visual impairments Traumatic brain injury Deaf-blind Specific
Learning disabilities Speech/language impairments Intellectual
disabilities(mental retardation) Emotional disturbances Other
health impairments (not orthopedic) Multiple disabilities Autism
spectrum disorders Orthopedic impairments Hearing impairments
Developmental delay Visual impairments Traumatic brain injury
Deaf-blind
- Slide 18
- Individualized Education Program (IEP) Is an agreement between
parents and the school about the services that will be provided to
the student
- Slide 19
- Students with Learning Challenges New technology has allowed
for the amount of research on the brain & learning disabilities
to grow substantially
- Slide 20
- Neuroscience and Learning Challenges Early explanations for
learning disabilities was minimal brain dysfunction. Now know there
are many other involved in learning challenges including injuries
and diseases of the brain. Research on learning problems has
focused on working memory because working memory capacity is a good
predictor of a range of cognitive skills including language
understanding, reading and mathematics abilities, and fluid
intelligence. Early explanations for learning disabilities was
minimal brain dysfunction. Now know there are many other involved
in learning challenges including injuries and diseases of the
brain. Research on learning problems has focused on working memory
because working memory capacity is a good predictor of a range of
cognitive skills including language understanding, reading and
mathematics abilities, and fluid intelligence.
- Slide 21
- Students with learning disabilities According to the text, the
term learning disability does not have a fully agreed upon
definition. Most definitions agree that students with learning
disabilities perform significantly below what would be expected,
given their abilities. Educational psychologists suggest that there
are both physiological and environmental bases for learning
disabilities, such as brain injury, exposure to toxins before birth
from mothers who smoked or drank while pregnant, poor nutrition,
lead-based paint in the home, or even poor instruction. Genetics
plays a role as well. If parents have a learning disability, their
children have a 30%-50% chance of having a learning disability as
well. According to the text, the term learning disability does not
have a fully agreed upon definition. Most definitions agree that
students with learning disabilities perform significantly below
what would be expected, given their abilities. Educational
psychologists suggest that there are both physiological and
environmental bases for learning disabilities, such as brain
injury, exposure to toxins before birth from mothers who smoked or
drank while pregnant, poor nutrition, lead-based paint in the home,
or even poor instruction. Genetics plays a role as well. If parents
have a learning disability, their children have a 30%-50% chance of
having a learning disability as well.
- Slide 22
- Students Characteristics Most common characteristics are
specific difficulties in one or more academic areas; poor
coordination; problems paying attention; hyperactivity and
impulsivity; problems organizing and interpreting visual and
auditory information; disorders of thinking, memory, speech, and
hearing; and difficulties making and keeping friends. Most students
with learning disabilities have difficulties reading. Math, both
computation and problems solving, is the second most common problem
area for students. Writing of some students is virtually
unreadable, and their spoken language can be halting and
disorgenized. Most common characteristics are specific difficulties
in one or more academic areas; poor coordination; problems paying
attention; hyperactivity and impulsivity; problems organizing and
interpreting visual and auditory information; disorders of
thinking, memory, speech, and hearing; and difficulties making and
keeping friends. Most students with learning disabilities have
difficulties reading. Math, both computation and problems solving,
is the second most common problem area for students. Writing of
some students is virtually unreadable, and their spoken language
can be halting and disorgenized.
- Slide 23
- Teaching Students with learning Disabilities Early diagnosis is
important so that students with learning disabilities do not become
terribly frustrated and discouraged. Students may become victims of
learned helplessness. Learned helplessness is the expectation,
based on previous experiences with a lack of control, that all ones
efforts will lead to failure. Students with learning disabilities
may also try to compensate for their problems and develop bad
learning habits in the process, or they may begin avoiding certain
subjects out of fear of not being able to handle the work. Early
diagnosis is important so that students with learning disabilities
do not become terribly frustrated and discouraged. Students may
become victims of learned helplessness. Learned helplessness is the
expectation, based on previous experiences with a lack of control,
that all ones efforts will lead to failure. Students with learning
disabilities may also try to compensate for their problems and
develop bad learning habits in the process, or they may begin
avoiding certain subjects out of fear of not being able to handle
the work.
- Slide 24
- Some general strategies for working with learning disabilities:
Preschool and elementary Keep verbal instructions short and simple;
have students repeat directions back to you to be sure they
understand; give multiple example and repeat main points several
times; allow more practice than usual, especially when material is
new. Secondary- In addition to the above, directly teach older
students self-monitoring strategies such as cueing students to ask,
"was I paying attention?. Teach students to use external memory
strategies such as note-taking, and devices such as assignment
book, to-do lists, or electronic calendars.
- Slide 25
- Students with Hyperactivity and attention disorders
Attention-deficit hyperactivity disorder(ADHD) is a currents term
for disruptive behavior disorders marked by over activity,
excessive difficulty sustaining attention, or impulsiveness.
Children with ADHD are not only more physically active and
inattentive than other children, they also have more difficulty
responding appropriately and working steadily toward goals. There
is a reliance on drug therapy to improvements in academic learning
or peer relationships. Teachers can assign a few problems or
paragraphs at a time with clear consequences for completion instead
of long assignments that are overwhelming. The notion of being in
control is also part of a therapy strategy. Enlists the childs to
conquer the problem. Remember SMART: Separating the problems of
ADHD from the child Mapping influence of ADHD on the child and
family Attending to the exceptions to ADHD story Reclaiming special
abilities of children diagnosed with ADHD Telling and celebrating
the new story Attention-deficit hyperactivity disorder(ADHD) is a
currents term for disruptive behavior disorders marked by over
activity, excessive difficulty sustaining attention, or
impulsiveness. Children with ADHD are not only more physically
active and inattentive than other children, they also have more
difficulty responding appropriately and working steadily toward
goals. There is a reliance on drug therapy to improvements in
academic learning or peer relationships. Teachers can assign a few
problems or paragraphs at a time with clear consequences for
completion instead of long assignments that are overwhelming. The
notion of being in control is also part of a therapy strategy.
Enlists the childs to conquer the problem. Remember SMART:
Separating the problems of ADHD from the child Mapping influence of
ADHD on the child and family Attending to the exceptions to ADHD
story Reclaiming special abilities of children diagnosed with ADHD
Telling and celebrating the new story
- Slide 26
- Students with language and communication disorders Students
with communication disorders arte the second largest group served
be special education. Language disorders have many sources: hearing
impairments, injuries, children who ate not listened to or whose
perception of the world is distorted by problems, impairment of
motor functions, and problems in cognitive function. Students who
cannot produce sounds effectively for speaking are considered to
have speech disorders Articulation disorders include any variety of
pronunciation difficulties, such as the substitution, distortion of
sounds. Cause of stuttering are unclear but may include emotional
or neurological problems or learned behaviors. Voicing problems are
inappropriate pitch, quality, loudness, or intonation. A students
with any of these problems should be referred to a speech
therapist. Also students who seldom speak, who use few words or
very short sentences, or who rely only on gestures to communicate
should be referred for observation or testing. Students with
communication disorders arte the second largest group served be
special education. Language disorders have many sources: hearing
impairments, injuries, children who ate not listened to or whose
perception of the world is distorted by problems, impairment of
motor functions, and problems in cognitive function. Students who
cannot produce sounds effectively for speaking are considered to
have speech disorders Articulation disorders include any variety of
pronunciation difficulties, such as the substitution, distortion of
sounds. Cause of stuttering are unclear but may include emotional
or neurological problems or learned behaviors. Voicing problems are
inappropriate pitch, quality, loudness, or intonation. A students
with any of these problems should be referred to a speech
therapist. Also students who seldom speak, who use few words or
very short sentences, or who rely only on gestures to communicate
should be referred for observation or testing.
- Slide 27
- Students with Emotional or behavioral difficulties Emotional
and behavioral disorders are behavior or emotions the deviate so
much from the norm that they interfere with the childs own growth
and development and/or the lives of others inappropriate behaviors,
unhappiness or depression, fears and anxieties, and trouble with
relationships. Examples are: OCD, PTSD, eating disorders, mood
disorders, tic disorders and disruptive behavior disorders. This
group is the 4 th largest receiving services. Methods from applied
behavioral analysis and direct teaching self-regulation skills are
two useful approaches. Also provide structure, organizational
tools, and choices Suicide is something that is attempted by up to
10% of adolescents and more have considered it. There are four
general rick factors, and they seem to adolescents: depression and
substance abuse, history of suicide in the family, being under
stress, and family rejection or conflict. There is also concern
today some drugs prescribed for depression or ADHD may increase the
rick of suicide. Emotional and behavioral disorders are behavior or
emotions the deviate so much from the norm that they interfere with
the childs own growth and development and/or the lives of others
inappropriate behaviors, unhappiness or depression, fears and
anxieties, and trouble with relationships. Examples are: OCD, PTSD,
eating disorders, mood disorders, tic disorders and disruptive
behavior disorders. This group is the 4 th largest receiving
services. Methods from applied behavioral analysis and direct
teaching self-regulation skills are two useful approaches. Also
provide structure, organizational tools, and choices Suicide is
something that is attempted by up to 10% of adolescents and more
have considered it. There are four general rick factors, and they
seem to adolescents: depression and substance abuse, history of
suicide in the family, being under stress, and family rejection or
conflict. There is also concern today some drugs prescribed for
depression or ADHD may increase the rick of suicide.
- Slide 28
- Students with Intellectual disabilities Intellectual disability
is a more current name for mental retardation. This is a disability
characterized by significant limitations in both intellectual
functioning and adaptive behavior as expressed in conceptual,
social, and practical adaptive skills before age of 18. The
American Association on intellectual and Developmental Disabilities
(AAIDD)now recommends a classification scheme based on the amount
of support that a person requires to function at their highest
level. Support varies from intermittent (need during stressful
times), to extensive(daily care such as living in a group home)to
pervasive (constant high-intensity care for all aspects of living
). Transition programming is the gradual preparation of students
with special needs to move from high school into education or
training, employment, or community involvement. An ITP,
individualized transition plan, may be part of the IEP for students
with intellectual disabilities. Intellectual disability is a more
current name for mental retardation. This is a disability
characterized by significant limitations in both intellectual
functioning and adaptive behavior as expressed in conceptual,
social, and practical adaptive skills before age of 18. The
American Association on intellectual and Developmental Disabilities
(AAIDD)now recommends a classification scheme based on the amount
of support that a person requires to function at their highest
level. Support varies from intermittent (need during stressful
times), to extensive(daily care such as living in a group home)to
pervasive (constant high-intensity care for all aspects of living
). Transition programming is the gradual preparation of students
with special needs to move from high school into education or
training, employment, or community involvement. An ITP,
individualized transition plan, may be part of the IEP for students
with intellectual disabilities.
- Slide 29
- Students with Health Impairments Health impairment include:
cerebral palsy, seizure disorders, asthma, HIV/AIDS, diabetes and
visual impairments. Cerebral palsy is condition involving a range
of motor or coordination difficulties due to brain damage. This is
characterized be spasticity, the overly tight or tense muscles. A
seizure is a cluster of behaviors that occurs in response to
abnormal neurochemical activities in the brain. Epilepsy is a
disorder marked by seizures and caused by abnormal electrical
discharged in the brain. Generalized seizures (grand mal)is a
seizure involving a large portion of the brain. Absence seizures
(petit mal)is a seizure involving only a part of the brain that
causes a child to lose contact briefly. Low vision is vision
limited to close objects. This includes a small group of students
whose vision impairments are so serious that special educational
services are needed. Educationally blind refers to students needing
Braille material in order to learn. Health impairment include:
cerebral palsy, seizure disorders, asthma, HIV/AIDS, diabetes and
visual impairments. Cerebral palsy is condition involving a range
of motor or coordination difficulties due to brain damage. This is
characterized be spasticity, the overly tight or tense muscles. A
seizure is a cluster of behaviors that occurs in response to
abnormal neurochemical activities in the brain. Epilepsy is a
disorder marked by seizures and caused by abnormal electrical
discharged in the brain. Generalized seizures (grand mal)is a
seizure involving a large portion of the brain. Absence seizures
(petit mal)is a seizure involving only a part of the brain that
causes a child to lose contact briefly. Low vision is vision
limited to close objects. This includes a small group of students
whose vision impairments are so serious that special educational
services are needed. Educationally blind refers to students needing
Braille material in order to learn.
- Slide 30
- Autism Spectrum disorders and Asperser syndrome Autism /Autism
spectrum disorders is a developmental disability significantly
affecting verbal and nonverbal communication and social
interaction, generally evident before age 3 and ranging from mild
major. Children with ASD may have difficulties in social relations,
avoid eye contact, communication is impaired, they may obsessively
insist on regularity. Children may also be sensitive to light,
sound, tough or other sensory information. Asperser syndrome have
many of the characteristics but they have the greatest trouble with
social relations. Language is less affected. Early and intense
interventions that focus on communications and social relations are
particularly important for children with ASD. Autism /Autism
spectrum disorders is a developmental disability significantly
affecting verbal and nonverbal communication and social
interaction, generally evident before age 3 and ranging from mild
major. Children with ASD may have difficulties in social relations,
avoid eye contact, communication is impaired, they may obsessively
insist on regularity. Children may also be sensitive to light,
sound, tough or other sensory information. Asperser syndrome have
many of the characteristics but they have the greatest trouble with
social relations. Language is less affected. Early and intense
interventions that focus on communications and social relations are
particularly important for children with ASD.
- Slide 31
- Response to Intervention(RTI) Response to intervention is a
process to make sure students get appropriate research-based
instruction and support as soon as possible and that teachers are
systematic in documenting what interventions they have tried with
these students so that information can be used in planning. A
three-tiered system is used to accomplish this. The first tier is
to use a strong, well-researched way of teaching all students. If a
child does not so well they are moved to the second tier. They
extra support and additional small-group instruction. The third
tier is one-to-one intensive help and perhaps a special needs
assessment. Response to intervention is a process to make sure
students get appropriate research-based instruction and support as
soon as possible and that teachers are systematic in documenting
what interventions they have tried with these students so that
information can be used in planning. A three-tiered system is used
to accomplish this. The first tier is to use a strong,
well-researched way of teaching all students. If a child does not
so well they are moved to the second tier. They extra support and
additional small-group instruction. The third tier is one-to-one
intensive help and perhaps a special needs assessment.
- Slide 32
- Students who are gifted and talented Another group with special
needs that is often overlooked are gifted and talented students.
These students arte very bright, creative, and talented. Truly
gifted children are not the students who simply learn quickly with
little effort. The work of gifted students is original, extremely
advanced for their age, and potentially of lasting importance.
Special efforts should be made to support underrepresented gifted
students which are girls, students who also have learning
disabilities and children living in poverty. Truly gifted students
who are accelerated do as well as, and usually better than,
non-gifted students who are progressing at the normal pace. Gifted
students tend to prefer the company of older playmates and may be
bored if kept with children their own age. Skipping grades may not
be he best solution for a particular students, but f0r students who
are extremely advanced intellectually, the only practical may be to
accelerate their education. Another group with special needs that
is often overlooked are gifted and talented students. These
students arte very bright, creative, and talented. Truly gifted
children are not the students who simply learn quickly with little
effort. The work of gifted students is original, extremely advanced
for their age, and potentially of lasting importance. Special
efforts should be made to support underrepresented gifted students
which are girls, students who also have learning disabilities and
children living in poverty. Truly gifted students who are
accelerated do as well as, and usually better than, non-gifted
students who are progressing at the normal pace. Gifted students
tend to prefer the company of older playmates and may be bored if
kept with children their own age. Skipping grades may not be he
best solution for a particular students, but f0r students who are
extremely advanced intellectually, the only practical may be to
accelerate their education.
- Slide 33
- Diversity and convergences in learning abilities Even though
there are many good tests and careful procedures for making special
education placement decisions, racial and ethnic minority students
are overrepresented in the disability categories and
underrepresented in gifted programs.