copyright © 2004 by allyn and bacon chapter 4: learner differences this multimedia product and its...

Copyright © 2004 by Allyn and Bacon

Chapter 4: Learner Differences

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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


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


Labeling Exceptional Students

Cautions:– Treatments

unpredictable

– Self-fulfilling prophecy– Stigma– Labels mistaken for

explanations

Benefits:– Can Protect a Child– Eligible for:

Special servicesInformationEquipmentFunding


Important Distinction!

Disability– Inability

Handicap– Situational

disadvantage


Individual Differences in Intelligence

Capacity to learn Total knowledge acquired Ability to adapt to the environment


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)


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


Intelligence as a Process

Sternberg’s Triarchic Theory Components

– Analytic/componential– Creative/experiential– Practical/contextual

See Figure 4.3, Woolfolk p. 112


How is Intelligence Measured?

Binet & Simon: children’s mental age– IQ =

Mental Age x 100 ____________________________________________

Chronological Age

Group vs. individual IQ tests


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


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?


Ability Differences and Teaching

Between group Within group Purpose of grouping Effects of grouping See Guidelines: Woolfolk p. 119


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


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


Changes in the Law

Least Restrictive Placement– Mainstreaming– Full inclusion

Individualized Education Program Families Rights


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


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


Communication Disorders

Speech Impairments– Articulation disorder– Stuttering– Voicing problems

Language Disorders– Differences versus disorders– Seldom speak– Rely on gestures


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


Emotional or Behavioral Disorders

Conduct disorders Anxiety-withdrawal disorders Attentional problems / immaturity Motor excess Socialized aggression Psychotic behavior

See Guidelines, Woolfolk, p. 132


Less Prevalent, More Severe Disorders

Health Impairments– Students with orthopedic devices– Cerebral palsy– Seizure disorders

Deaf & hard of hearing Low vision and blindness


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


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?


Brandon: 6th Grade

Birth defects One lung One kidney: dialysis, pads One leg: prosthesis, crutches Resource room Inconsistent grades Lethargic but class clown


Pablo: Junior High

Very bright Inconsistent performances on work after board

or overhead presentations Very athletic: uses lots of strategies Homework & seatwork usually 100%


Diona: Junior High

Emotionally disturbed Sexual abuse victim Severe mood swings Occasional outbursts in class Currently in therapy with professional

counselor Average ability student


Rhonie: High School

Epileptic Generalized seizures Frequency : 2–3 weeks Above average student


Jim: Secondary

15 years old in 7th grade ADHD Behavioral disorder Aggressive Currently taking Ritalin Victim of abuse “Bad attitude” Poor grades


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


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


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


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”?


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?


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?


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



Fast learners—retain information easily Common and practical knowledge Easily retain what they have heard Know many things other children don’t Strong vocabulary



Recognize relationships & comprehend meanings

Alert and keenly observant Persistent and highly motivated on some tasks High level of creativity—original thinking


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


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


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.

copyright © 2004 by allyn and bacon chapter 4: learner differences this multimedia product and its...

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