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CHAPTER 6

CHAPTER 6. Learners Who Are Exceptional. Learning Goals. Describe the various types of disabilities and disorders. Explain the legal framework and technology advances for children with disabilities. Discuss what gifted means and characterize approaches to teaching children who are gifted.

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CHAPTER 6

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  1. CHAPTER 6 Learners Who Are Exceptional

  2. Learning Goals • Describe the various types of disabilities and disorders. • Explain the legal framework and technology advances for children with disabilities. • Discuss what gifted means and characterize approaches to teaching children who are gifted.

  3. Learners Who Are Exceptional Children with Disabilities Emotional and Behavior Disorders Learning Disabilities Attention Deficit Hyperactivity Disorder Autism Spectrum Disorders Speech and Language Disorders Mental Retardation Physical Disorders Sensory Disorders

  4. 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.

  5. 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

  6. 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

  7. Attention Deficit Hyperactivity Disorder Children with ADHD • Inattention • Hyperactivity • Impulsivity Intervention includes a combination of academic, behavioral, and medical interventions.

  8. Mental Retardation • Low intelligence – IQ score < 70 • Deficits in adaptive functioning • Onset before age 18 CAUSES: Genetic factors Down syndrome Brain damage Infections Environmental hazards Fetal alcohol syndrome

  9. Classification of Mental Retardation

  10. Physical Disorders Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems (i.e., cerebral palsy). Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions.

  11. 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

  12. 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

  13. Asperger Syndrome Relatively good verbal language; milder nonverbal language problems Restricted range of interests and relationships Engage in obsessive repetitive routines and preoccupations Autism Spectrum Disorders Autistic Disorder • Onset within first three years of life • Deficiencies in social relationships • Communication abnormalities • Restricted, repetitive, and stereotyped behavior patterns

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

  15. 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

  16. 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

  17. 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

  18. Learners Who Are Exceptional EducationalIssues Involving Children with Disabilities Legal Aspects Technology

  19. 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 Individuals with Disabilities Act (IDEA)

  20. 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

  21. Reflection & Observation Reflection: • What experiences have you had with students with special needs? • How were their needs met in schools and classrooms?

  22. Learners Who Are Exceptional Children Who Are Gifted Characteristics Educating Children Who Are Gifted Life Course of the Gifted

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

  24. 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

  25. Enter the Debate Should teachers use heterogeneous grouping with regard to ability in forming classroom learning groups? YES NO

  26. Crack the CaseNow What? • What are the issues in this case? • Why do you suppose Ms. Inez makes light of parents’ perceptions of their children’s strengths? • How should Ms. Inez approach the parents of the students she thinks might have ADHD?

  27. Crack the CaseNow What? • 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? • 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? • How should Ms. Inez address this?

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