Individual Differences in Intelligence and Special Education Needs
550 likes | 567 Vues
Explore the definitions of intelligence and special education needs, theoretical perspectives, measuring intelligence, nature versus nurture debate, cultural diversity, and recommendations for educating students with special needs.
Individual Differences in Intelligence and Special Education Needs
E N D
Presentation Transcript
Chapter 5 Individual Differences and Special Education Needs
Key Definitions • Individual differences • variability in abilities and characteristics among individuals in a particular group • intelligence, temperament • Students with special needs • different enough from peers to require specially adapted materials & practice
Intelligence… • Is adaptive • Is related to learning ability • Involves use of prior knowledge • Involves many different mental processes • Is culture specific
Theoretical Perspectives • Spearman • single, pervasive reasoning ability (g) • multiple specific factors • Cattell • fluid intelligence • crystallized intelligence • Cattell–Horn–Carroll • 3 strata • g • 9 or 10 specific abilities • more than 70 very specific abilities
Theoretical Perspectives • Gardner: At least 8 independent intelligences • linguistic • logical-mathematical • spatial • musical • bodily-kinesthetic • interpersonal • intrapersonal • naturalistic
Theoretical Perspectives • Sternberg’s Triarchic Theory
Theoretical Perspectives • Distributed intelligence • intelligent behavior depends on people’s physical and social support systems • can use objects • can represent and think about situations they encounter in a symbolic manner • can work with others to explore ideas and solve problems.
Measuring Intelligence • Intelligence tests • generalmeasure of cognitive functioning • often used in a predictive manner • IQ score • comparison of person’s performance with that of others in same age group • 100 indicates average performance
IQ and School Achievement • Children with higher IQ scores • higher course grades • higher scores on achievement tests • complete more years of education • Relation between IQ scores and achievement is not perfect • Intelligence does not necessarily cause achievement
Nature & Nurture • Intelligence has a heritable component • identical twins have more similar IQ scores than fraternal twins • Intelligence has an environmental component • affected by nutrition, drug use, richness of environment, cognitive stimulation • interventions are effective in combatting negative environmental factors • Intelligence differences may have some root in brain development and activity
Cultural and Ethnic Diversity • Differences likely environmentally caused • Differences may reflect cultural interpretations and definitions
Recommendations • Place high priority on developing, not determining, intelligence. • Think of intelligence tests as useful but imperfect measures. • Use results of focused measures to assess specific abilities. • Look for behaviors that reveal exceptional talents within cultural context. • Remember that many factors affect classroom achievement.
Styles and Dispositions • Styles: Students have little conscious control • analytic or holistic • verbal or visual • Dispositions: Students voluntarily, intentionally employ (motivation) • stimulation seeking • need for cognition • critical thinking • open-mindedness
Inclusion • Educating students with special needs in the general classroom • mandated by Federal legislation • more than 90% of students with special needs in US
Individuals with Disabilities Education Act • Public Law 94-142, IDEA • Educational rights to people with cognitive, emotional, physical disabilities; birth to age 21 • free & appropriate education • fair & nondiscriminatory evaluation • education in the least restrictive environment • individualized education program • due process
Learning Disabilities • Significant difficulties in one or more specific cognitive processes • cannot be attributed to mental retardation, emotional problems, sensory impairment, or environmental deprivation • difficulty sustaining attention • poor reading skills • ineffective learning/memory strategies • difficulty with tasks involving abstract reasoning • low motivation/poor self-concept • poor motor skills • poor social skills
Adapting Instruction • Minimize distractions. • Present new information in an explicit and well-organized manner. • Use multiple modalities to present information. • Analyze students’ errors. • Teach study skills & learning strategies. • Provide study aids.
ADHD • Inattentive, hyperactive, impulsive • Cognitive processing difficulties • Exceptional imagination, creativity • Exceptionally detailed memories of events • Low school achievement • Poor sense of self, poor social skills • Classroom behavior problems • Increased probability of substance abuse in adolescence
Adapting Instruction • Modify students’ schedules and work environments. • Teach attention-maintaining strategies. • Provide outlets for excess energy. • Help students organize and use time effectively.
Speech & Communication Disorders • Impairments in spoken language and/or comprehension that interfere with classroom performance • persistent articulation problems • abnormal syntax • difficulty understanding speech • poor reading/writing skills
Adapting Instruction • Encourage oral communication. • Listen patiently. • Ask for clarification.
General Recommendations • Start appropriate interventions early. • Take skill levels into account. • Clearly describe expectations. • Take steps to enhance self-confidence, motivation.
Emotional & Behavioral Disorders • Externalizing behaviors • aggression, defiance, lying, stealing • Internalizing behaviors • severe anxiety, depression, exaggerated mood swings, withdrawal from social interaction, eating disorders • Student characteristics • frequent absences from school • deteriorating academic performance with increasing age • low self-esteem • little, if any, empathy • significant substance abuse • lack of awareness of severity of existing problems
Adapting Instruction • Show an interest in students’ well-being and personal growth. • Give students a sense that they have some control over their circumstances. • Be alert for signs that a student may be contemplating suicide.
Autism Spectrum Disorders • Impaired social cognition, social skills, social interaction • Repetitive behaviors • Inflexible adherence to routines, rituals • Strong visual-spatial thinking skills • Unusual ability to maintain attention • Good memory for unrelated facts • Difficulty planning and organizing a future course of action • Abnormal posture and movements • Strong need for consistent, predictable environment
Adapting Instruction • Maximize consistency in the classroom layout and weekly schedule. • Use visual approaches to instruction.
General Recommendations • Insist on appropriate behavior. • Foster social cognition, effective interpersonal skills. • Be persistent; look for gradual improvement.
Students with General Delays in Cognitive and Social Functioning
Intellectual Disabilities • Significantly below-average general intelligence • Deficits in adaptive behavior • practical & social intelligence • Typical characteristics • Sociability, desire to fit in • Limited general knowledge about the world • Poor reading and language skills • Short attention span • Poor memory; few strategies • Difficulty drawing inferences, understanding abstract ideas • Difficulty generalizing to a new situation • Immature play behaviors and interpersonal skills • Delayed motor skills
Adapting Instruction • Pace instruction slowly enough to ensure success. • Provide considerable scaffolding. • Include vocational and general life skills in the curriculum.
Physical & Health Impairments • Low stamina, tendency to tire • Varying degrees of intellectual functioning • Lower levels of academic achievement, frequent school absences • Fewer opportunities to experience, interact with the outside world • Possible low self-esteem, insecurity, overdependence
Adapting Instruction • Be sensitive to specific limitations, and accommodate them flexibly. • Know what to do in emergencies. • If students and parents give permission, educate classmates about the nature of students’ disabilities.
Visual Impairments • Malfunctions of eyes or optic nerves • abnormal vision even with corrective lenses • adversely affects classroom performance • Common characteristics • normal functioning of other senses • limited vocabulary and world knowledge • delayed motor development • inability to interpret nonverbal cues • uncertainty and anxiety • less knowledge about conventions of written language (primary grades)
Adapting Instruction • Orient students ahead of time to the physical layout of the classroom. • Use visual materials with sharp contrast. • Depend heavily on other modalities. • Allow extra time for learning and performance.
Hearing Loss • Malfunction of ears or associated nerves • interferes with perception of sounds within frequency range of normal human speech • Common characteristics • delayed language development • proficiency in sign language • ability to read lips • less oral language than hearing classmates • less developed reading skills • less general world knowledge • limited social skills
Adapting Instruction • Minimize irrelevant noise. • Supplement auditory presentations with visual information and hands-on experiences. • Communicate in ways that help students hear and speechread. • Teach American Sign Language and finger spelling to other class members.
General Recommendations: Students with Physical or Sensory Challenges • Ensure that all students have access to important educational resources and opportunities. • Provide assistance only when students really need it. • Use technology to facilitate learning and performance.
Giftedness • Unusually high ability or aptitude in one or more areas • to such a degree that special educational services are necessary to help the student meet his or her full potential
Characteristics of Giftedness • Advanced vocabulary, language, reading skills • Extensive general knowledge about the world • Ability to learn quickly, easily, and independently • Efficient cognitive processes, learning strategies • Considerable flexibility • High standards for performance • High motivation for challenging tasks; boredom during easy tasks • Positive self-concept, especially academic • Above-average social & emotional adjustment
Adapting Instruction • Provide individualized tasks/assignments. • Form study groups of students with similar interests and abilities. • Teach complex cognitive skills within the context of specific subject areas. • Provide opportunities for independent study. • Seek outside resources. • Understand that students with exceptional cognitive abilities aren’t necessarily advanced in other aspects of their development.
