CHAPTER 4 ABILITIES AND DISABILITIES

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CHAPTER 4 ABILITIES AND DISABILITIES

• EXCEPTIONAL STUDENTS

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LANGUAGE AND LABELLING

• Exceptionality Students who have high abilities
  in particular areas or disabilities that impact
  learning
• Labelling Pros and Cons
• Does NOT tell which methods of teaching/strategies
  to use
• Does Not identify the specific concerns of the
  individual
• Can become self fulfilling prophecies.

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School District 061 6 Year - Graduation Rates

• 2001/02 2002/03 2003/04
  2004/05 2005/06
• All Students 73 7 3
  73 79 73
• Female 74 76
  77 81 76
• Male 71 70
  70 74
  71
• Aboriginal 33 34
  35 37 36
• ESL 63 71
  75 82
  79
• French Immersion 91 87
  90 78 85
• Special Education Performance Reporting Groups
  
• Sensory Disabilities 78 93
  62 55 54
• Learning Disabilities 40 45
  56 70 66
• Behaviour Disabilities 10 11
  15 1 3 20
• Gifted 100 100
  100 100 100
  Refer to the Glossary
  for details.

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MINISTRY OF EDUCATION B.C. Definition of Special
Education Student

• Category A -Physically Dependent
• Category B - Deaf/Blind
• Category C Moderate to Severe/ Profound
  Intellectual Disability
• Category D Physical Disability/Chronic Health
  Impairment
• Category E Visual Impairment
• Category F Deaf or Hard of Hearing

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SPECIAL EDUCATION CATEGORIES CONTINUED

• Category G Autism
• Category H Intensive Behavior
  Intervention/Serious Mental Disorder
• Category K Mild Intellectual Disability
• Category P Gifted
• Category Q- Learning Disability (Formerly J)
• Category R Moderate Behavior Support/Mental
  Illness (Formerly M and N)

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TOTAL ENROLMENT

• 02/03 04/05 06/07
• Victoria 22,056 21, 388 20,587
• Saanich 9,664 9,367 8,425
• Sooke 9, 385 9,325 9,026

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ENROLMENT - Saanich

• Grade 9 10 11 12
• 01/02 881 850 1,102 1082
• 02/03 831 991 989 1235
• 03/04 887 958 1243 984
• 04/05 866 998 1216 1103
• 06/07 797 885 1081 941

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School District 61 Victoria

• Grade 9 10 11 12
• 02/03 1,820 1894 2415 2187
• 03/04 1767 1864 2521 1862
• 04/05 1765 1765 2647 1839
• 05/06 1820 1843 1855 1940
• 06/07 1680 1900 1988 1718

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Special Education in School District 61

• Number of Students 2002/03 2003/04
  2004/05 2005/06 2006/07
• Total 2,361 2,325
  2,357 2,489 2,425
• A - Physically Dependent 36
  33 30 28 28
• B - Deafblind 1
  2 3 3
  3
• C - Moderate to Profound
• Intellectual Disability 105
  102 108 113
  107
• D - Physically Disability/
• Chronic Health Impairment 193 208
  202 216 102
• E - Visual Impairment 18
  19 18 16
  15
• F - Deaf or Hard of Hearing 47 47
  47 46
  37
• G - Autism Spectrum Disorder 57 60
  61 81
  201
• H - Intensive Behaviour Interventions/Serious
• Mental Illness
• K - Mild Intellectual Disability 101 88
  92 88
  90
• P Gifted 535
  475 436 484
  488
• Q - Learning Disability 740 727
  716 694 748
• R - Moderate Behaviour
• Support/Mental Illness 164 224
  282 347 298

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TERMINOLOGY

• Disability Inability to do something specific,
  such as walk or see
• Handicap Disadvantage in a particular situation
• Stephen Hawking Lou Gehrigs disease confined
  to a wheel chair, cannot speak or walk.. Is a
  disability but did not prevent him for his career
  as a Theoretical Physicist

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INTELLIGENCE

• Ability or abilities to acquire and use knowledge
  to solve problems and adapt to the world.
• DEFINITIONS vary a great deal
• - One basic ability that affects performance on
  all cognitively oriented Tasks - G - Spearman

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Intelligence

• Cattell and Horn Fluid and Crystallized
• Fluid mental efficiency that is culture free,
  non-verbal and is biologically based
• Crystallized Ability to apply culturally
  relevant/approved problem solving skills
  Knowledge, vocabulary , facts.

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GARDNER MULTIPLE INTELLIGENCES

• Logical Mathematical
• Linguistic (Verbal)
• Musical
• Spatial
• Bodily Kinesthetic
• Interpersonal (Understanding others)
• Intra personal (Understanding self)
• Naturalist (Observing and Understanding nature)

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Gardner

• Intelligence is the ability to solve problems and
  create products or outcomes that are valued by a
  culture.
• CRITICS -Just talents, not mutually exclusive.
  Logical /Mathematical and Spatial highly
  correlated
• Importance encourages teachers/coaches to think
  outside the box

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How is Intelligence Measured

• Alfred Binet - 1904 Public education system in
  Paris. How do we identify children who need extra
  help.
• Concept of IQ Intelligence Quotient
• IQ Mental Age/Chronological Age was developed
  at Stanford University when Binets IQ was
  brought to North America

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What does IQ mean

• Average IQ -100.. 50 of a randomly selected
  population will score above 100 and 50 below
• 68 of the population 85 - 115
• NATURE VERSES NUTURE Is Intelligence primarily
  influenced by genetics or is the environment the
  dominant
• Great deal of controversy -Arthur Jensen ,
  prominent Psychologist in US found that
• Orientals score higher than Caucasians and
  Caucasians score higher than Blacks on IQ tests

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Nature vs Nurture

• Probable answer is that genetics provides the
  upper and lower limits of Intelligence and
  environment determines how much of your potential
  you actually obtain.

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ABILITY DIFFERENCES AND TEACHING

• Tracking or Between class ability grouping
  assignment of students to classes based on
  ability.
• High school Matriculation vs non matriculation
  subjects.
• Appears to benefit higher functioning students.
• INCLUSION PHILOSOPHY All students should be
  taught in the regular classroom

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Between-class Ability

• Mixed ability groups in one class Suggestions
• Offer honour activities or pullout challenge
  activities
• Require all student to take the same core classes
  and then allow self selection after core is
  completed
• Provide tutoring before and after school
• Reduced class loads , opportunity to take courses
  in the summer to improve grades

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Non graded elementary

• Students of several ages are together in one
  class, but are flexibly grouped within the class
  for instruction based on motivation, achievement
  or interest
• Victoria school district - No grades assigned K
  8. Comments, strengths and weaknesses, progress
  outlined in report cards

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WITHIN CLASS ABILITY GROUPING

• Students are grouped according to ability in one
  class. Attempt to accommodate individual
  differences
• Cognitive styles -
• Field dependent tend to perceive the whole,
  difficulty picking out important small details .
  Work well in groups Literature and History

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Cognitive styles

• Field independent separate parts of a pattern
  are analyzed and perceived as wholes. do well
  in science and math. Less socially skilled
• Relevance -Some students need more direction and
  structure when it comes to solving problems, i.e.
  in math if a field Independent person.

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COGNITIVE STYLES

• Impulsive quickly respond but often
  inaccurately
• Reflective works slower but fewer errors.
• Learning preferences preferred ways of learning
  and studying, such as visual vs auditory ,
  working in groups rather than alone, learning in
  a less structured rather than more structured
  environment.
• Lots of controversy Lazy students , poor
  students may choose the easiest route or not know
  how to study require much more direction from the
  teacher.

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CREATIVITY , GIFTEDNESS AND TALENT

• Creativity - imaginative, original thinking or
  problem solving.
• Domain relevant skills talents, competencies
  that are valuable for working in their given
  domain Michelangelos stone carving probably
  developed while he was living with a family of
  stonecutters as a child

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Creativity

• 2. Creativity- relevant processes work habits
  and personality traits
• 3. Intrinsic motivation curiosity/interest in
  the subject is the primary motivation
• Divergent thinking ability to propose many
  different ideas or answers to a problem
• Convergent ability to come up with the right
  answer

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GIFTEDNESS

• Terman longitudinal research Walked earlier,
  stronger , more emotionally stable . Lower rates
  of delinquency, emotional difficulty , rates of
  divorce and substance
• ISSUES Gifted adolescent girls greater self
  esteem problems., more depressed, isolation and
  ridicule from peers.
• Children more goal directed, focused and maybe
  resistant to direction from parents and teachers.

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GIFTED

• Gifted girls more likely to hide their abilities
• IQ tests, Portfolios, Performances.
• Skipping grades and Giftedness no long term
  negative effects. Adjust socially and benefit
  from not being held back.

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Recommendations from gifted kids Vancouver
University Hill Secondary School

• Let me work ahead and at higher levels
• Let us work with older kids
• Give us independent programs
• Provide additional challenge in our talent areas
• Use Humor
• Use more videos, films , Technology

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INDIVIDUALIZED EDUCATION PROGRAM

• Every student with exceptional learning needs
  must have an educational program tailored to
  their unique needs. The IEP is written by a team
  that includes the students teacher(s), qualified
  school psychologist or special education
  supervisor, parent/guardian and where possible
  the student.

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IEP

• Should be reviewed annually and address the
  following
• Goals for the year and short term measurable
  objectives leading to these goals
• List of specific services to be provided to the
  student and details of when those services will
  be initiated
• A description of how fully the student will
  participate in the general education program
• Students present level of functioning
• A schedule telling how the students progress will
  be measured
• A statement of needed transitional services to
  move the student toward further education and or
  work

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HIGH INCIDENCE DISABILITIES

• Individual Education Plan (IEP) mandatory with
  all exceptional learners in B.C.
• Learning Disabilities Problems with acquisition
  and use of language. Reading, writing, reasoning
  or math may be impacted

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L. D.

• Affect the acquisition , organization, retention
  and understanding or use of verbal and non verbal
  information in individuals of otherwise average
  intelligence.
• Learning disabilities vary in terms of degree of
  severity.

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Learning Disabilities Continued

• Not all students with LDs are alike. Specific
  difficulties in one or more academic areas poor
  concentration, coordination, hyperactivity,
  impulsivity, problems organizing and interpreting
  visual and auditory information disorders of
  thinking, memory, speech and hearing.
  Difficulties interpersonally and in keeping
  friends.

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Learning Disabilities

• Most common LDs problems with reading.
  Phonemic weakness- sense that words are composed
  of separate sounds and these sounds can be
  combined to say and spell words
• Math computation and problem solving
• LD kids writing is illegible.

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Teaching LD Children

• Controversial no universal agreement on
  teaching strategies
• Emphasize study skills and methods of processing
  information. Slower pace, more individualized
  instruction.
• Proper diagnosis essential

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ATTENTION DISORDERS AND HYPERACTIVITY

• Hyperactivity behavior disorder marked by
  atypical, excessive restlessness and
  inattentiveness.
• Directing and maintaining attention is
  problematic
• ADHD Attention Deficit Hyperactivity Disorder
  Disruptive behavior disorder marked by
  overactivity, excessive difficulty sustaining
  attention and impulsiveness
• Treatment of Choice Psychostimulants Ritalin
  and Dexedrine (Speed)

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TEACHING STUDENTS WITH ADHD

• Focus on strengths
• Encourage and reinforce positive behaviors.
• Work with the students aide

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COMMUNICATION DISORDERS

• Speech Impairments a student who cannot produce
  sounds effectively.
• 5 8 of school aged population University of
  Lethbridge research.
• Articulation disorders pronunciation
  difficulties. Must take into account
  developmental age and dialect.
• Stuttering 3 4 years of age. 50 disappear
  during adolescence. Early intervention is
  critical
• Voicing problems speaking with inappropriate
  pitch, loudness or quality.

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DEVELOPMENTAL DISABILITIES

• Significantly below average intellectual and
  adaptive social behavior before the age of 18.
• Diagnosis IQ below 75 AND impairment in
  adaptive behavior, problems with independent
  living and social interaction

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Developmental Disabilities

• Mentally handicapped, mental retardation
  (American).
• Various degrees of support required depending on
  the level and severity of the disability.
• Individual transition plan as a part of an IEP.
  Designed to assist the student in making the
  adjustment from one critical juncture to another
  Pre school to elementary , middle to high
  school , and post high school to work,
  independent living, supportive living etc.

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LOW INCIDENCE DISABILITIES

• Severe developmental disabilities, autism, and
  Sensory Impairments.
• Physical disabilities and chronic health
  problems. Allergies, HIV/AIDS, Cystic Fibrosis,
  Cerebral Palsy, Seizure disorders etc.

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LOW INCIDENCE

• Cerebral Palsy Neurological damage prior to or
  during birth resulting in the person having
  difficulty controlling movement and coordination.
  May also have hearing impairments, speech
  problems and mild developmental disabilities

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Low incidence

• Seizure disorders Including Epilepsy. Due to
  abnormal neurochemical actions in the brain.
• High fever, and infections may also cause
  seizures.
• Generalized seizures once called Grand Mal .
  Uncontrolled jerking movements two to five
  minutes, possible loss of bowel control followed
  by a deep sleep or coma. Confusion and dizziness
  likely when students wake up.
• Medications -Tegretol, Cogentin.

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Low Incidence

• Deaf and hard of hearing (deaf community) vs
  hearing impaired.
• Sign language/finger spelling manual method of
  communicating perform better academically as
  compared to lip reading.

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Low Incidence

• Low Vision and Blindness
• Low Vision Vision limited to close objects. A
  person with 20/70 vision can see at six meters
  what a normal sighted person can see at 21.3
  meters.
• 20/200 considered legally and educationally blind
  . Must use hearing and touch as their primary
  learning channels.
• Special equipment in the classroom Large print
  typewriters, software that converts printed
  material into speech or Braille, variable speed
  tape recorders .Quality of printed material very
  important.
• Special education technology (SET-BC) -resource
  materials for teachers and parents

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EXCEPTIONAL CHILDREN AND INCLUSION

• Education a provincial responsibility and
  therefore each province has its own school act.
• INCLUSION POLICY- Practice of integrating
  exceptional children into regular classroom.
  Emphasis on participation and not just placement.
• BC. Equitable access to learning by all students
  and the opportunity for all students to pursue
  their goals in all aspects of their education.
• Integration policy , Ministry of Education BC
  integration of exceptional students into regular
  classroom is only one way to achieve inclusion

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INCLUSION

• Inclusion can also be attained by having the
  student spend time with a teacher aide outside
  the regular classroom for some part of the day
• Emphasis is on meeting the educational needs of
  the student in the most effective manner.

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Canadian Charter of Rights and Freedoms

• Section 15.1 Every individual is equal before
  and under the law and has the right to equal
  protection and equal benefit of the law without
  discrimination and in particular without
  discrimination based on race, ethnic origin,
  colour, religion, sex , age or mental or physical
  disability.

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EFFECTIVE TEACHING IN AN INCLUSIVE CLASSROOM

• You have to be aware of the specific
  exceptionality of the students in your classroom.
  Consult with colleagues and the students
  assistant/aide about their current situation

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Teaching in an inclusive classroom

• Use time efficiently by having smooth management
  routines, and careful planning
• Ask questions at the right level of difficulty
• Give supportive feedback to the students
• Create heterogeneous groups of students for small
  group activities
• Make sure your language and behavior with
  exceptional learners is appropriate
• Try to keep activities and schedules similar for
  all students.

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CHARACTERISTICS TEACHING IN AN INCLUSIVE
CLASROOM

• Organized Know what you want to do
• Efficient Make good use of your time
• Flexible
• Respectful of diverse student needs
• Familiar with cultural/ethnic and socio economic
  backgrounds of all students
• Treat all students as individuals
• Recognition that some students will likely have a
  Learning Disability working at a level
  significantly below grade level or may have
  Gifted student who will need extra work/special
  projects

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RESOURCE ROOM

• Specialized materials and teaching staff. More
  individual attention for the student. Special ed.
  Teachers greater degree of expertise in working
  with particular exceptionalities.