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Educational Psychology 302

Educational Psychology 302. Session 5 Students With Special Needs. Perspectives on Intelligence. G Factor Multiple ___________- (Gardner) Triarchic Theory (Sternberg) C ontext E xperiences C ognitive Processes Dis_______ Intelligence. Diversity in the Classroom. Ethnic differences

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Educational Psychology 302

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  1. Educational Psychology 302 Session 5 Students With Special Needs

  2. Perspectives on Intelligence • G Factor • Multiple ___________- (Gardner) • Triarchic Theory (Sternberg) • Context • Experiences • Cognitive Processes • Dis_______ Intelligence

  3. Diversity in the Classroom • Ethnic differences • Gender differences • Socio-economic differences • . . . . “At-Risk”

  4. Supporting At-Risk Students • Identify early • Anchor learning in experiences student can _______ to • Hold high ___________ for success (incremental successes) • Provide extra _________ • “Locus of control” of success • Build an identification with school

  5. Approaching the Needs of Special Students • Self-Contained Classrooms: In public schools, but separated from “normal students” • Mainstreaming: SNS’s regular schooling with resource room “pull-out” • ___________: Students integrated into all aspects of schooling

  6. Students fail to get the intensive __________ instruction many of them need to acquire basic skills. Higher achievement Better __________ High __________ Better attitude towards school Perspectives on Inclusion Disadvantages Advantages

  7. Cognitive Disability • Learning difficulties—processing, memory, reading, writing, social • ADHD—impulsivity, lack of ability to focus, easily ___________ • Speech and communication disorders—articulation and mispronunciation problems, stuttering

  8. Social/Behavioral Problems • Emotional/Behavioral disorder— • __________ . . . defiance, aggression, disobedience • ___________ . . . Anxiety, withdrawl, depression • Autism—impaired social skills, communication problems, aggression, narrowly focused interests, need for predictability

  9. Delays in Cognitive/Social Function • Mental Retardation • Lack of adaptive skills . . . Self-care, social interaction, daily living, • General intelligence deficit . . . Delayed maturity, low performance on standardized measures, poor achievement across all subject areas

  10. Physical Disability • Health Related—cerebral palsy, muscular dystrophy, epilepsy, Asthma, cystic fibrosis • Vision Related—congenital . . . Sensitivity to light, fuzzy acuity, restricted vision field • Hearing Related—narrow frequency range, complete loss of hearing, hard of hearing

  11. Web Content Accessibility Guidelines 1.0 • Images & animations. Use the alt attribute to describe the function of each visual • Image maps. Use the client-side map element and text for hotspots • Multimedia. Provide captioning and transcripts of audio, and descriptions of video • Hypertext links. Use text that makes sense when read out of context. For example, avoid “click here”

  12. Web Content Accessibility Guidelines • Page organization. Use headings, lists, and consistent structure. • Graphs & charts. Summarize o use the longdesc attribute. • Scripts, applets, & plug-ins. Provide alternative content in case active features are unsupported • Frames. Use the noframes element and meaningful titles • Tables. Make line-by-line reading sensible. Summarize.

  13. Gifted and Talented • General intellectual ability • Discipline specific ability • Creativity • Visual or performing arts • Leadership

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