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Temple Grandin “Different, Not Less”

Temple Grandin “Different, Not Less”. Character Analysis b y Carrie Kelly & Traci Smith. http://www.youtube.com/watch?v=YeWks6cgJ-k. Cognitive/Perceptual Skills Piaget’s Scale: Formal Operational Skills (break ideas/concepts apart and build them in a different way)

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Temple Grandin “Different, Not Less”

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  1. Temple Grandin“Different, Not Less” Character Analysis by Carrie Kelly & Traci Smith

  2. http://www.youtube.com/watch?v=YeWks6cgJ-k • Cognitive/Perceptual Skills • Piaget’s Scale: Formal Operational Skills (break ideas/concepts apart and build them in a different way) • Zone of Proximal Development: Large • Field dependence → Field independence • Reflective about how animals feel, but not about how she feels or how other human beings feel • http://www.youtube.com/watch?v=oBLtVMKmdik&feature=related • Depending on the situation, Temple could be very impulsive • She became impulsive when her senses became overwhelmed • Sometimes, this worked out to her benefit (getting into the beef lot) • Sometimes, this doesn’t work well (punching classmates when she gets mad or frustrated)

  3. Attention • Both selective & sustained attention are very good • She has her PhD and is a professor at CSU • http://www.youtube.com/watch?NR=1&v=mtF4T6NLiqc&feature=endscreen • Memory • Temple, for the most part, has a photographic memory. If she sees it once, she memorizes it for life • She sees/recalls life as a chain of pictures or moments in her life • Auditory memory is not as well developed as her visual memory.

  4. Social & Emotional Social Emotional Withdrew from people due to overstimulation (noises & colors hurt) Can’t read emotional language (verbal or physical) Her mom explained to her what it means to “talk with your eyes”, but Temple still couldn’t understand. • Can’t read social cues or facial expressions • Doesn’t interact well with classmates because she doesn’t understand them • Temple’s first good friend was her college roommate who was blind • http://www.youtube.com/watch?v=ZKyobk5vAs8&feature=relmfu

  5. Teaching Implications • Keep classroom as visually un-stimulating as possible • not a lot of bright vibrant colors, consistent temperature if possible, not too many loud noises (intercom, telephones, beepers, etc., should be turned down to a minimum) • Do not touch students without knowing their physical touch threshold. • Using pictures to help teach a student like Temple is very important, but other students may have other area that they excel (music, art, etc.) • Label personal items so students KNOW what is theirs • Be open-minded, and in tune with your students, so you can help them be as comfortable as possible and able to find their own “calming” zone. • Routine, routine, routine. • If a change in routine is necessary, warn students in advance and continue to tell them until the event happens.

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