© 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 6 Learners Who Are Exceptional

© 2009 McGraw-Hill Higher Education. All rights reserved.

CHAPTER 6

Learners Who Are Exceptional


Learning Goals

1. Describe the various types of disabilities and disorders.

2. Explain the legal framework and technology advances for children with disabilities.

3. Discuss what gifted means and characterize approaches to teaching children who are gifted.



Children withDisabilities

Attention DeficitHyperactivity

Disorder

Learning Disabilities

Speech and LanguageDisorders

Mental Retardation

Physical Disorders

Sensory Disorders

Emotional andBehavior Disorders

Autism Spectrum Disorders


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.


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


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


Attention Deficit Hyperactivity Disorder

Intervention includes a combination of academic, behavioral, and medical interventions.

Children with ADHD Inattention Hyperactivity Impulsivity


Mental Retardation

Low intelligence – IQ score < 70 Deficits in adaptive functioning Onset before age 18

CAUSESCAUSES:

Genetic factors Down syndrome

Brain damage Infections

Environmental hazards

Fetal alcohol syndrome


Classification of Mental Retardation

Intermittent Supports are provided as needed.

LimitedSupports are intense and relatively consistent over time.

ExtensiveSupports are characterized by regular involvement in at least some setting and are not time limited.

PervasiveSupports are constant, very intense, and are provided across settings.


Physical Disorders

Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions.

Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems (i.e., cerebral palsy).


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


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


Autism Spectrum Disorders

Asperger SyndromeAsperger Syndrome Relatively good verbal

language; milder nonverbal language problems

Restricted range of interests and relationships

Engage in obsessive repetitive routines and preoccupations

Autistic DisorderAutistic Disorder Onset within first three

years of life Deficiencies in social

relationships Communication

abnormalities Restricted, repetitive, and

stereotyped behavior patterns


Emotional and Behavior Disorders

Serious, persistent problems that involve relationships, aggression, depression, and fears associated with school and personal matters.


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


Depression

Symptoms 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


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



Educational IssuesInvolving Children

with Disabilities

Legal Aspects Technology


Individuals with Disabilities Act (IDEA)

IDEA 1990: Evaluation and

eligibility determination Appropriate education Individualized

education plan (IEP) “Least restrictive

environment” (LRE)

IDEA 1997 Amendments: Positive behavioral

support Functional behavioral

assessment


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


Reflection & Observation

Reflection: What experiences have you had

with students with special needs? How were their needs met in

schools and classrooms?



Educating Children Who Are Gifted

Life Course of the Gifted

Characteristics

Children Who Are Gifted


Characteristics of Gifted Children

Children Who Are Gifted Are precocious March to their own drummer Have a passion for mastery (Winner, 1996)


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


Enter the DebateShould teachers use heterogeneous grouping with regard to

ability in forming classroom learning groups?

YES NO


Crack the CaseNow What?

1. What are the issues in this case?

2. Why do you suppose Ms. Inez makes light of parents’ perceptions of their children’s strengths?

3. How should Ms. Inez approach the parents of the students she thinks might have ADHD?


Crack the CaseNow What?

4. 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?

5. 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?

6. How should Ms. Inez address this?

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© 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 6 Learners Who Are Exceptional