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Copyright © 2004 by Allyn and Bacon
Chapter 4: Learner Differences
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Copyright © 2004 by Allyn and Bacon
Overview
Language & Labels Intelligence Ability Differences and Teaching Cognitive and Learning Styles Changes in the Law: Integration,
Mainstreaming, and Inclusion Prevalent Problems and Mild
Disabilities Less Prevalent Problems and More
Severe Disabilities
Copyright © 2004 by Allyn and Bacon
Concept Map for Chapter 4
AbilityDifferences and
Teaching
The Law:Integration,
Mainstreaming, &Inclusion
Less PrevalentProblems, More
Severe Disabilities
Learner Differences
Cognitive andLearning
Styles
Intelligence
Creativity,Giftedness, &
Talent
Prevalent Problems,Mild Disabilities
Languageand
Labels
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Labeling Exceptional Students
Cautions:– Treatments
unpredictable
– Self-fulfilling prophecy– Stigma– Labels mistaken for
explanations
Benefits:– Can Protect a Child– Eligible for:
Special servicesInformationEquipmentFunding
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Important Distinction!
Disability– Inability
Handicap– Situational
disadvantage
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Individual Differences in Intelligence
Capacity to learn Total knowledge acquired Ability to adapt to the environment
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What Does Intelligence Mean?—One Ability or Many
Spearman: g (general) Carroll: “g” with 70 specific abilities Catell & Horn: Crystallized and fluid
intelligence Thurstone: 7 major mental abilities Gardner: Multiple intelligences (8) Sternberg: Triarchic (3)
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Gardner’s Eight Intelligences
Logical-mathematical Linguistic Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist
See Figure 4.1, Woolfolk, p. 110See Figure 4.1, Woolfolk, p. 110
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Intelligence as a Process
Sternberg’s Triarchic Theory Components
– Analytic/componential– Creative/experiential– Practical/contextual
See Figure 4.3, Woolfolk p. 112
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How is Intelligence Measured?
Binet & Simon: children’s mental age– IQ =
Mental Age x 100 ____________________________________________
Chronological Age
Group vs. individual IQ tests
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What Does an IQ Score Mean?
Average score is 100 50% of people score over 100 50% of people score under 100 68% of people score between 85–115 IQ scores predict achievement well IQ and real life? Heredity or environment? See Guidelines on p.114 of Woolfolk
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Reflection Question
Sarita Valdez’s score on a group IQ test is 86. Brandon Smith’s score on an individual IQ test is 112.
How should these scores be interpreted? What factors may have contributed to the
difference in the two scores?
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Ability Differences and Teaching
Between group Within group Purpose of grouping Effects of grouping See Guidelines: Woolfolk p. 119
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Cognitive and Learning Styles
Cognitive styles: Information processing– Field dependent/independent– Impulsive/reflective
Learning styles: Learning & studying– Deep- & Surface-Processing– Learning Preferences: environment
Learning styles and preferences
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Changes in the Law: Integration, Mainstreaming, & Inclusion
Education for All Handicapped Children Act Regular Education Initiative Individuals with Disabilities Education Act Americans with Disabilities Act
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Changes in the Law
Least Restrictive Placement– Mainstreaming– Full inclusion
Individualized Education Program Families Rights
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Learning Disabilities
Struggles with learning NOT mentally retarded, emotionally disturbed,
deprived, impaired, or brain damaged Varied symptoms Most have difficulty reading, See Table 4.5, p.
126 Learned helplessness
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Teaching Students with LD
Emphasize study skills Teach subject-specific learning strategies Work with the Special Ed teacher See Tables 4.4 & 4.5, Woolfolk pp. 124 & 126
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Communication Disorders
Speech Impairments– Articulation disorder– Stuttering– Voicing problems
Language Disorders– Differences versus disorders– Seldom speak– Rely on gestures
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Mentally Retarded
Substantial limitations in mental function– Intermittent– Limited– Extensive– Profound
Basic skills:– Social, academic, vocational, domestic
Transition programmingSee Table 4.7, Woolfolk, p. 129, and Guidelines, p. 130See Table 4.7, Woolfolk, p. 129, and Guidelines, p. 130
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Emotional or Behavioral Disorders
Conduct disorders Anxiety-withdrawal disorders Attentional problems / immaturity Motor excess Socialized aggression Psychotic behavior
See Guidelines, Woolfolk, p. 132
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Less Prevalent, More Severe Disorders
Health Impairments– Students with orthopedic devices– Cerebral palsy– Seizure disorders
Deaf & hard of hearing Low vision and blindness
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Authentic assessment: How will you ACT?
– Awareness – What should you know about this student?
– Classroom changes – What changes are necessary to accommodate the student?
– Teaching strategies – How should you teach this student?
Choose scenarios from the next 6 slides
Exceptional Student Scenarios
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Hannah: 1st Grade
Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry Autistic?
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Brandon: 6th Grade
Birth defects One lung One kidney: dialysis, pads One leg: prosthesis, crutches Resource room Inconsistent grades Lethargic but class clown
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Pablo: Junior High
Very bright Inconsistent performances on work after board
or overhead presentations Very athletic: uses lots of strategies Homework & seatwork usually 100%
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Diona: Junior High
Emotionally disturbed Sexual abuse victim Severe mood swings Occasional outbursts in class Currently in therapy with professional
counselor Average ability student
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Rhonie: High School
Epileptic Generalized seizures Frequency : 2–3 weeks Above average student
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Jim: Secondary
15 years old in 7th grade ADHD Behavioral disorder Aggressive Currently taking Ritalin Victim of abuse “Bad attitude” Poor grades
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Summary
Language & Labels Intelligence Ability Differences and Teaching Cognitive and Learning Styles Changes in the Law: Integration,
Mainstreaming, and Inclusion Prevalent Problems and Mild Disabilities Less Prevalent Problems and More Severe
Disabilities
Copyright © 2004 by Allyn and Bacon
Section 504
Vocational Rehabilitation Act 1973 prevents discrimination against people with disabilities in any program receiving federal funds
See Table 4.9, p.137 for Examples of Accommodations Under Section 504
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Hyperactivity & Attention Disorders
See Table 4.10, p.138 for Indicators of ADHD Term used too often & too widely Short attention span Impulsive Excessive restlessness Drug therapy for ADHD
– Side effects– Academics often don’t improve
Teach learning & memory strategies
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Review Questions
What are the advantages of and problems with labels?
What is a person-first language? Distinguish between a disability and a
handicap. What is “g”? What is Gardner’s view of intelligence and his
position on “g”?
Copyright © 2004 by Allyn and Bacon
Review Questions
What are the elements in Sternberg’s theory of intelligence?
How is intelligence measured and what does an IQ score mean?
What are the problems with between-class ability grouping?
What are the alternatives available for grouping in classes?
Copyright © 2004 by Allyn and Bacon
Review Questions
What is a learning disability? What is ADHD and how is it handled in school? What are the most common communication
disorders? How can schools accommodate the needs of
physically disabled students? How would you handle a seizure in your class? What are some signs of hearing and visual
impairment?
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Gifted & Talented Students
Poorly served by most public schools Up to 50% are underachieving Their own set of problems Often not recognized in class
by teachers
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Gifted & Talented Students
Fast learners—retain information easily Common and practical knowledge Easily retain what they have heard Know many things other children don’t Strong vocabulary
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Gifted & Talented Students
Recognize relationships & comprehend meanings
Alert and keenly observant Persistent and highly motivated on some tasks High level of creativity—original thinking
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Giftedness and Formal Testing
Individual IQ tests are best, but expensive Group tests underestimate abilities in gifted Case study approach recommended Include creativity tests Minorities are often under-represented in gifted
programs
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Teaching Gifted Students
Acceleration Enrichment Encourage high level & abstract thinking Outside resource people for:
– Independent study– Mentoring programs– Summer programs
See Table 4.11, p.144
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Review Questions
What are the characteristics of gifted students? Is acceleration a useful approach with gifted students? Distinguish between cognitive style and learning
preference. What are the advantages and disadvantages of
matching teaching to individual learning styles? Describe the main legal requirements that pertain to
students with disabilities.
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