Copyright 2001 by Allyn and Bacon

Chapter 4: Bauer EDUC 202

Learner Differences
Copyright 2001 by Allyn and Bacon
Overview
Language & Labels
Intelligence
Ability Differences and Teaching
Creativity, Giftedness, and Talent
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 2001 by Allyn and Bacon


Concept Map for Chapter 4
Ability
Differences and
Teaching
The Law:
Integration,
Mainstreaming, &
Inclusion
Less Prevalent
Problems, More
Severe Disabilities
Learner
Differences
Cognitive and
Learning
Styles
Intelligence
Creativity,
Giftedness, &
Talent
Prevalent Problems,
Mild Disabilities
Language
and
Labels
Copyright 2001 by Allyn and Bacon
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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
services
Information
Equipment
Funding
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Important Distinction!
Disability
Inability
Handicap
Situational
disadvantage
See Figure 4.1,
Woolfolk, p. 107
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Individual Differences in
Intelligence
Capacity to learn
Total knowledge acquired
Ability to adapt to the environment
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Views of Intelligence
Spearman : g (general)
Carroll : g with 70 specific abilities
Thurstone : 7 major mental abilities
Guilford : faces of intellect (180)
Gardner : multiple intelligences (8)
Sternberg : triarchic (3)
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Gardners Eight Intelligences
Logical-mathematical
Linguistic
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
See Figure 4.2, Woolfolk, p. 110
Copyright 2001 by Allyn and Bacon
Emotional Intelligence
EQ intrapersonal aspects:
Know your own emotions
Managing your emotions
Self-motivation
Ability to monitor your own and others feelings
Ability to guide your actions based on accurate
monitoring
Related to Gardner intrapersonal
intelligence
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Emotional Intelligence
Interpersonal aspects:
Recognizing emotions in others
Handling relationships
Related to Gardners interpersonal
intelligence
Success in life requires more than
just IQ
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Intelligence as a Process
Sternbergs Triarchic Theory
Components
Analytic / componential
Creative / experiential
Practical / contextual
See Figure 4.4, Woolfolk p. 114
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Measuring Intelligence
Binet & Simon: childrens mental age


IQ =
Mental Age
__________________
*Group versus individual IQ tests
Chronological Age
X 100
Copyright 2001 by Allyn and Bacon
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
Scores are based on White, native-born
Americans, English as their first language
IQ scores predict achievement well
IQ and real life?
Heredity or environment?
Copyright 2001 by Allyn and Bacon
Reflection Question
Sarita Valdezs score on a group IQ
test is 86. Brandon Smiths 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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Creativity, Giftedness, & Talent
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Creativity
Imaginative, original thinking or
problem solving
Restructuring
Incubation
Divergent thinking
Torrance : OFF
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Creativity in the Classroom
Brainstorming
Recognize &
acknowledge creativity
Use brainstorming
Play
Encourage thinking &
reflection
See Guidelines:
Woolfolk p. 122
Copyright 2001 by Allyn and Bacon
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
dont
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
Cooperative learning is NOT a good option
Copyright 2001 by Allyn and Bacon
Cognitive and Learning Styles
Cognitive styles: information
processing
Field dependent / independent
Impulsive / reflective
Learning styles: learning & studying
Deep- & Surface- Processing
Learning Preferences : environment
Modalities : audio, visual, tactile
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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
Copyright 2001 by Allyn and Bacon
Changes in the Law
Least Restrictive Placement
Mainstreaming
Full inclusion
Individualized Education Program
Families Rights
See PointPCounterpoint, Woolfolk, p. 131 and
Family and Community Partnerships, Woolfolk,
p. 132

Copyright 2001 by Allyn and Bacon
Prevalent Problems and Mild
Disabilities
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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
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.
135 & 136
Copyright 2001 by Allyn and Bacon
Hyperactivity & Attention
Disorders
Term used too often & too widely
Short attention span
Impulsive
Excessive restlessness
Drug therapy for ADHD
Side effects
Academics often dont improve
Teach learning & memory strategies
See Table 4.6, Woolfolk, p. 137
Copyright 2001 by Allyn and Bacon
Communication Disorders
Speech Impairments
Articulation disorder
Stuttering
Voicing problems
Language Disorders
Differences versus disorders
Seldom speak
Rely on gestures
See Table 4.7, Woolfolk, p. 140
Copyright 2001 by Allyn and Bacon
Mentally Retarded
Substantial limitations in mental function
Intermittent
Limited
Extensive
Profound
Basic skills:
Social, academic, vocational, domestic
Transition programming
See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142
Copyright 2001 by Allyn and Bacon
Emotional or Behavioral
Disorders
Conduct disorders
Anxiety-withdrawal disorders
Attentional problems / immaturity
Motor excess
Socialized aggression
Psychotic behavior

See Guidelines, Woolfolk, p. 144
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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 7 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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Jake : 4th Grade
ADHD
Child of divorce
Monday depression
Dad is ex-Marine drill sergeant
15% of homework handed in
Loves class discussions
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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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Discussion Time: How would you
have ACTed?
Copyright 2001 by Allyn and Bacon
Summary
Language & Labels
Intelligence
Ability Differences and Teaching
Creativity, Giftedness, and Talent
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 2001 by Allyn and Bacon
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 Gardners view of intelligence
and his position on g?
Copyright 2001 by Allyn and Bacon
Review Questions
What are the elements in Sternbergs
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?
What is creativity and how is it assessed?
Copyright 2001 by Allyn and Bacon
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 2001 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?
Copyright 2001 by Allyn and Bacon
End Chapter Four: One of Bills
Stories: On the way to hospital.