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Intelligence (p.116-128)
What are the advantages of and problems with labels?
Can become both stigmas and self-fulfilling prophecies but can also open doors of opportunitites
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Intelligence (p.116-128)
What is person-first language?
emphasizes it's about the student first, not the issue
examples: students with disabilities, students at risk
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Intelligence (p.116-128)
Distinguish between a disability and a handicap
Disability=inability to do something specific
Handicap=disadvantaged in certain situations
Disabilities may lead to handicaps but not always
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Intelligence (p.116-128)
What is g?
G equals general intelligence to perform any mental test
each test also requires specific abilities in addition to g
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Intelligence (p.116-128)
What is Gardner's view of intelligence and his position on g?
Gardner argues there are more intelligences like
- linguistic
- musical
- spatial
- logical-mathetmatical
- bodily-kinesthetic
- interpersonal
- intrapersonal
- naturlist
- and existential
doesn't deny g but questions usefulness
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Intelligence (p.116-128)
What are the elements in Sternberg's triarchic theory of intelligence?
cognitive approach to understanding intelligence:
Analytic/componential=mental processes defined in terms of metacomponents, performance, and knowledge-acquisition
Creative/experiential intelligence=coping with nexperiences thorugh insight
Practical/contextual=choosing to live and owrk in a context where success is likely, adapting that context, and reshaping it
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Intelligence (p.116-128)
How is intelligence measured, and what does an IQ score mean?
Individual tests and group tests (group tests are less accurate of anyone's ability)
Average score is 100
68% will earn IQs of 85=115 (for whites and native-born Americans w English as 1st language)
Intelligence predicts success in school but not in life
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Intelligence (p.116-128)
What is the Flynn effect and what are its implications?
The increased difficulty in tests because IQscores have been rising.
Affects any program who uses IQ for entrance requirements
People who weren't labeled as having learning problems a generation ago might now be identified as such
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Intelligence (p.116-128)
Are there sex differences in cognitive abilities?
Girls better on verbal tests and writing
Males better on mental rotation of objects
Males more variable than girls
Research on causes have been inconclusive but indicate that academic socialization and teacher's treatment may play a role
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Learning and Thinking Styles (pp. 128-130)
Distinguish between learning styles and learning preferences
Learning styles=way a person approaches learning/studying
Learning preferences=preference for learning modes and environments
Not related to intelligence but may affect performance
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Learning and Thinking Styles (pp. 128-130)
Should teachers match instruction to individual learning styles?
Most research show no benefit
students would do better to develop new ways to learn
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Learning and Thinking Styles (pp. 128-130)
What learning style distinctions are the most well supported by research?
- Deep vs surface processing
- Deep=understanding underlying concepts or meanings
- Surface=memorization
2nd is Mayer's visualizer-verbalizer dimension that has three facts: cognitive spatial ability, cognitive style(visual vs verbalizer), learning preference(visual vs verbalizer)
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Individual Differences and the Law (p 130-135)
Describe the main legal requirement that pertain to students with disabilities
Public Law 94-142 (1975) and the Individuals w Disabilities Education Act requirements are
students should be educated in least restrictive environment with an Individualized Education Plan (IEP).
Also protects parents
Voc Rehab Act (1973) prevents discrimination based on disabilities in any program that receives federal funding (public schools)
Section 504 ensures all children equal opportunity to participate in school activities
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Students with Learning Challenges (pp 136-155)
What does research in neuroscience tell us about learning problems?
Studies show differences in brain structures for those with learning disabilities
Also issues with long-term memory, transforming new information, important bits of information keep getting lost
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Students with Learning Challenges (pp 136-155)
What is a learning disability?
disorders in one or more of the basic psychological processes involved in understanding or using psoken or written language.
Like listening, speaking, reading,writing, reasoning, mathmatical abilities
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Students with Learning Challenges (pp 136-155)
What is ADHD and how is it handled in school?
Attention Deficit Hyperactivity Disorder
Drugs to control this are controversial
use of motivational training in learning and memory stratgies and behavior modification seem effective
SMART approach focuses on abilities of children
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Students with Learning Challenges (pp 136-155)
What are the most common communication disorders?
speech impairments (articulation disorders, stuttering, and voicing problems)
oral language disorders
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Students with Learning Challenges (pp 136-155)
What are the best approaches for students with emotional and behavioral disorders?
applied behavioral analysis and direct teaching of social skills
students respond to structure, organization, schedules, activities, and rules
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Students with Learning Challenges (pp 136-155)
What are some warning signs of potential suicide?
- changes in eating or sleeping habits
- weight
- grades
- disposition
- activity level
- or interest in friends
- give away prized possessions
- depressed or hyperactive
- missing school or quit doing work
- talks about suicide
- has a plan for carrying it out
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Students with Learning Challenges (pp 136-155)
What defines intellectual disabilities?
Before 18, score below 70 on standard measure of intelligence and have problems with adaptive behavior, day to day independent living, social functioning
also the ammoutn of support a person requires to function
support=intermittent to limited to extensive to pervasive
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Students with Learning Challenges (pp 136-155)
How can schools accommodate the needs of students with physical disabilities?
Architectural features (ramps, elevators, accessible rest rooms, peers to help movements and transitions, teachers allows for physical limitations)
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Students with Learning Challenges (pp 136-155)
How would you handle a seizure in class?
- Don't restrain child's movement
- Low child to the floor
- Turn child's head to the side
- Put soft blanket under head
- Loosen tight clothing
- Don't put anything in student's mouth
- Get medical help if
- student doesn't regain consciousness in between seizures
- student is pregnant
- seizure goes on for more than 5 minutes
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Students with Learning Challenges (pp 136-155)
What are some signs of visual and hearing impairments?
- Visual Problems
- Holding books very close or far away
- Squinting
- Rubbing eyes
- Misreading chalkboard
- Holding head at an odd angle
Audio problems
Turning one ear toward speakers - Favoring one ear
- Misunderstanding conversation
- Other signs
- not following directions
- distraction/confusion
- frequently asking people to repeat themselves
- mispronouncing words or names
- reluctancy to participate
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Students with Learning Challenges (pp 136-155)
How does autism differ from Asperger syndrome?
Asperger syndrom is one aspect of autistm spectrum disorder
Asperger syndrome are usually average to above average intelligence and have better language abilities than those with autism
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Students with Learning Challenges (pp 136-155)
What is Response to Intervention (RTI)?
RTI is an approach to supporting students with learning problems as early as possible
- 3 tiered
- 1) strong well researched way of teaching all students
- 2) extra support and additional small group instruction
- 3) one one one intensive help
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Students Who Are Gifted and Talented (p 155-160)
What are the characteristics of gifted students?
Learn easily and rapidly and retain it
use common sense and practical knowledge
Known many things other children don't
use a large number of words easily and accurately
recognize relations and comprehend meaning
alert and keenly observant and respond quickly
persistent and highly motivated
creative and make interesting connections
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Students Who Are Gifted and Talented (p 155-160)
Is acceleration a useful approach with gifted students?
Most studies say yes and they do as well as those non-gifted who are at a normal pace
Gifted students tend to like company of those who are older
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